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EDUCATION 
IN  DETROIT 

1916 


DEPARTMENT  OF  SUPERINTENDENCE 

NATIONAL  EDUCATION  ASSOCIATION 

FEBRUARY  21-26,  1916 


PREPARED  BY  THE  DETROIT  PUBLIC  SCHOOLS 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

Microsoft  Corporation 


http://www.archive.org/details/educationindetroOOdetrrich 


EDUCATION 
IN   DETROIT 

1916 


DEPARTMENT  OF  SUPERINTENDENCE 

NATIONAL  EDUCATION  ASSOCIATION 

FEBRUARY  21-26,  1916 


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PREPARED  BY  T  HeIdETR  OIT  JPUBLIC  SCHOOLS 


BEGINNINGS      OF      EDUCATION 
IN     DETROIT 


CADILLAC'S  SIGNATURE 


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ST.  ANNE'S  CHURCH,  1701 


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INTRODUCTION 


LA40J 

PREFACE 

This  book  has  been  prepared  for  the  Department  of 
Superintendence  of  the  National  Education  Association  by 
the  public  schools  of  Detroit.  It  is  not  the  product  of  the 
labor  of  a  few  individuals,  but  the  collective  offering  of  the 
entire  system.  It  aims  to  present  for  each  department  a 
brief  statement  of  the  significant  features  of  the  depart- 
mental work  in  such  form  that  it  will  be  interesting  to  the 
general  reader.  The  attempt  has  also  been  made,  however, 
to  give  such  statistics  as  are  likely  to  be  of  value  to  students 
with  professional  interest  in  particular  departments.  Most 
of  the  various  contributions  are  signed,  and  the  places  where 
the  authors  may  be  seen  indicated  in  order  that,  if  further 
information  is  desired,  a  visitor  may  know  where  and  to 
whom  to  apply.  The  table  of  contents  on  Page  9  shows 
clearly  the  general  plan  that  has  been  followed  in  the  or- 
ganization of  subject  matter,  while  the  index  at  the  end 
of  the  book  gives  instantly  the  exact  pages  upon  which 
are  to  be  found  references  to  any  specific  feature.  To  make 
the  book  as  a  whole  present  a  clear  and  truthful  picture  of 
education  in  Detroit  has  been  the  earnest  endeavor  of 

THE  EDITORS. 


MSSG9SG 


INTRODUCTION 


CONTENTS 

Introduction 5-13 

General  Organization 14-  32 

Departments  of  Instruction 33-124 

Detroit's  Problem,  Growth 125-128 

Co-operating  Agencies 129-157 

Teachers'  Activities 158-175 

Other  Educational  Institutions 176-195 

Directory 196-204 

Index 204-208 


INTRODUCTION  11 


LETTER     OF    WELCOME 

Ladies  and  Gentlemen: — 

As  President  of  the  Board  of  Education  of  the  City  of 
Detroit  it  is  my  privilege  officially  to  welcome  you  as  mem- 
bers of  the  Department  of  Superintendence  of  the  National 
Educational  Association.  I  invite  you  to  partake  of  our 
hospitality,  to  inspect  our  city,  and  above  all  to  survey  our 
schools.  You  will  find  that  we  are  facing  large  problems. 
Of  these  the  chief  one  that  occupies  our  attention  at  the 
present  time  is  how,  in  view  of  the  fact  that  the  city  is 
growing  at  the  rate  of  80,000  persons  a  year,  to  provide 
enough  school  buildings.  No  less  than  sixty  of  these  have 
been  built  since  1905,  but  we  are  still  far  in  the  rear  of 
our  needs,  and  likely,  if  Hugh  Chalmers'  prophecy  of 
1,250,000  population  for  Detroit  in  1920  be  true,  to  fall  still 
further  behind.  We  hope  that  what  we  have  done  will  meet 
with  your  approval,  but  we  are  more  anxious  to  have  your 
help  than  your  applause.  We  therefore  solicit  constructive 
criticism  of  those  things  which  we  have  done  amiss  and 
invite  suggestions  as  to  those  things  which  we  have  left 
undone. 

Permit  me  to  express  the  wish  that  you  may  find  such 
pleasure  and  profit  in  Detroit  that  this  visit  will  be  fol- 
lowed by  many  others. 

Cordially  yours, 

ALBERT  McMICHAEL,  M.  D. 


12  INTRODUCTION 


AIMS     AND     IDEALS 

The  educational  ideal  which  Detroit  is  striving  to 
realize  is  that,  through  some  of  the  various  departments  of 
public  education,  there  may  be  secured  any  preparation  for 
life  which  the  individual  resident  of  Detroit  finds  necessary 
or  desirable.  This  ideal  means  that  the  citizens  of  Detroit 
recognize  the  fact  that  the  responsibility  of  the  public 
school  system  is  not  limited  to  the  traditional  courses 
planned  merely  for  children,  but  that  anything  which  makes 
for  better  citizenship  and  for  more  efficient  manhood 
deserves  recognition  as  a  possible  school  activity.  The 
widest  use  of  the  school  plant  has  not  been  secured  in  any 
city  school  system,  but  Detroit  is  alive  to  the  possibilities 
of  the  extension  of  the  work  of  the  public  schools  and,  sub- 
ject to  legal  limitations,  seems  committed  to  the  policy 
of  meeting  each  new  need  as  practical  methods  are  devised. 

Detroit  is  distinctively  an  industrial  city,  although  it 
also  affords  many  opportunities  for  its  young  people  to 
secure  employment  in  commercial  activities.  The  need  for 
differentiation  in  the  training  of  the  young  people,  enabling 
them  to  fit  themselves  for  work  in  industrial  or  commercial 
lines,  is  recognized  through  the  establishment  of  special 
courses  beginning  with  the  seventh  grade  and  running 
through  the  twelfth  grade.  The  great  natural  differences 
in  the  abilities  of  children  are  met  through  an  extensive 
adoption  of  the  plan  of  special  schools  of  many  types.  The 
need  for  special  training  for  young  men  working  in  the 
various  industrial  plants  of  the  city  has  led  to  the  develop- 
ment of  continuation  schools  carried  on  in  close  co-operation 
with  the  management  of  these  factories.     Similarly  the 


AIMS  AND  IDEALS  13 


limited  training  of  girls  in  department  stores  and  factories 
has  resulted  in  continuation  schools  where  they  may  secure 
suitable  assistance.  The  night  schools  both  for  young  people 
of  inadequate  training  and  for  foreigners  who  need  instruc- 
tion in  the  elements  of  citizenship,  furnish  another  useful 
extension  of  public  school  work.  Vocational  guidance,  in 
connection  with  the  Compulsory  Education  Department, 
while  in  the  experimental  stage,  bids  fair  to  prove  a  useful 
adjunct.  Vacation  schools  are  coming  to  be  recognized  as 
deserving  even  more  extensive  support  than  they  have  had 
in  the  past.  A  cordial  co-operation  with  the  work  of  the 
Recreation  Commission  is  resulting  in  a  considerable  exten- 
sion of  the  use  of  the  playgrounds  during  the  summer  and 
after  school,  while  an  encouragement  of  the  organization  of 
local  clubs  of  all  kinds,  under  the  control  of  the  Recreation 
Commission,  promises  in  the  near  future  a  very  wide  use 
of  school  buildings  in  the  evening.  Public  lectures  and 
meetings  of  various  civic  organizations  are  frequently  held 
in  school  buildings,  affording  another  illustration  of  the 
possible  inclusive  character  of  school  activities. 

The  people  of  Detroit  are  looking  forward  to  the  time 
when  the  schools  will  completely  realize  their  aim  of  being 
the  great  community  centers  for  all  that  has  to  do  with 
making  more  effective  the  individual. 

CHARLES  E.  CHADSEY, 

Superintendent  of  Sehools. 
Room  6,  50  Broadway 


14  GENERAL  ORGANIZATION 


BOARD     OF     EDUCATION 

Since  1869,  the  "free  schools  in  the  city  of  Detroit"  have 
comprised,  by  state  law,  a  single  school  district.  The  pres- 
ent organization  of  the  Board  of  Education  is  in  accordance 
with  the  provisions  and  amendments  of  the  city  charter 
approved  June  7,  1883.  In  each  ward  a  school  inspector 
may  be  nominated  by  each  political  party  in  the  March 
primaries  and  from  these  candidates  one  is  chosen  in  the 
regular  biennial  spring  elections  the  following  April.  The 
terms  of  office  in  the  various  wards  are  so  arranged  that 
but  half  of  the  inspectors  are  selected  at  any  one  election. 
The  board  members  serve  without  pay.  They  are  elected 
for  terms  of  four  years.  At  present  the  board  consists  of 
twenty-one  inspectors,  (17  republicans,  4  democrats),  the 
mayor,  the  city  treasurer,  and  the  recorder.  The  last  three 
are  members  ex-officio  with  the  right  to  take  part  in  the 
deliberations  but  not  to  vote.  Vacancies  occurring  between 
elections  are  filled  by  the  mayor. 

The  annual  meeting  of  the  board  is  held  on  the  first  day 
of  July  of  each  year  (or  the  first  Monday  following  if  the 
first  of  July  falls  on  Sunday).  The  officers  of  the  board, 
except  as  noted,  are  usually  elected  at  the  annual  meeting, 
and  are  as  follows :  A  president  (term  1  year) ,  a  president 
protem  (1  year),  a  secretary  (4  years),  a  superintendent 
of  schools  (3  years),  a  supervisor  of  property  (elected 
at  the  regular  meeting  in  April  for  four  years  from  the  first 
of  May  following) ,  an  architect  (elected  at  the  first  regular 
meeting  in  December  for  one  year  from  the  first  day  of 
January  following),  and  a  consulting  engineer  (same  pro- 
visions as  for  architect.  The  two  offices  may  be  held  by  one 
person.)  The  regular  meetings  of  the  board  are  held  on 
the  second  and  fourth  Thursday  evenings  of  each  month 
throughout  the  year,  excepting  that  the  first  regular  meet- 
ing of  July  in  each  year  is  to  be  held  on  the  first  day  of 
July  (on  the  Monday  following  if  the  first  falls  an  Sunday) . 
The  hour  for  meeting  is  8 :00  P.  M. 

The  business  of  the  board  is  transacted  by  eight  stand- 
ing committees  appointed  by  the  president  at  the  beginning 
of  each  fiscal  year :  Judiciary  (five  members) ,  Teachers  and 
Schools  (7),  Text  Books  and  Course  of  Study  (7),  Real 
Estate  and  School  Buildings  (7),  Supplies  and  Janitors  (7), 


BOARD  OF  EDUCATION 


15 


Finance  (5),  Sanitation  (5),  Rules  (5).  The  recommenda- 
tions of  the  committees  are  submitted  to  the  board  for 
approval.  All  action  of  the  board  involving  the  spending 
of  money  must  also  receive  the  approval  of  the  Mayor.  A 
two-thirds  majority  of  the  board  is  necessary  to  overturn 
his  veto. 

Since  1840,  there  have  been  397  members  of  the  Board 
of  Education,  exclusive  of  the  inspectors  now  in  office.  Of 
these,  more  than  half  (220)  served  but  a  single  year  or  less. 
Only  eight  per  cent  of  the  entire  number  saw  more  than 
five  years  of  service.  Of  the  present  board,  15  have  not 
completed  their  first  term,  four  are  in  their  second  term, 
one  is  in  his  third  term,  and  the  senior  member  of  the 
board  is  serving  his  fifth  term. 

A  tabulation  of  the  occupations  of  the  present  inspec- 
tors shows  that  they  represent  a  wide  range  of  social  and 
industrial  interests.  Four  members  are  lawyers,  two  con- 
tractors, two  managers  of  departments  in  large  stores,  one 
the  secretary  of  a  power  company,  one  a  manufacturer,  one 
a  physician,  one  a  dentist,  one  a  real  estate  agent,  one  a 
broker,  one  a  grocer,  one  the  proprietor  of  a  creamery,  one  a 
barber,  one  a  cattle  buyer,  one  a  tailor,  one  a  hatter,  and 
one  a  florist. 


City  of  Detroit 

JAN  J 

m    sL 


MICHIGAN 


rilCHARD  LINDSAV 


16  GENERAL  ORGANIZATION 

FINANCES 

The  funds  at  the  disposal  of  the  Board  of  Education  are 
derived  from  three  main  sources  of  revenue — city  taxes,  the 
sale  of  school  bonds,  and  primary  school  money.  The  city 
receives  from  the  state,  in  common  with  the  other  school 
districts  of  the  state,  an  apportionment  of  primary  school 
money  based  upon  the  number  of  children  of  school  age  in 
the  district  as  shown  by  the  annual  school  census.  The 
remaining  funds  for  school  work  are  then  raised  either  by 
direct  taxation  or  by  the  sale  of  school  bonds.  There  is  a 
small  additional  income  derived  from  interest  on  daily 
balances,  tuition  fees,  the  rent  of  unused  or  sale  of  discarded 
school  property,  and  from  other  miscellaneous  sources ;  but 
the  total  of  these  amounts  is  less  than  three  per  cent  of  the 
whole  budget. 

The  finance  committee  of  the  board  in  consultation  with 
the  secretary,  the  supervisor  of  buildings,  and  the  superin- 
tendent of  schools  prepares  for  submission  to  the  controller 
by  the  first  Tuesday  in  February  a  detailed  estimate  of  the 
funds  needed  for  the  succeeding  year.  On  the  first  Tuesday 
in  March  this  estimate,  in  common  with  those  from  other 
city  departments,  is  transmitted  to  the  common  council 
After  revision  by  the  council  the  budget  passes,  on  the  28th 
of  March,  to  the  Board  of  Estimates,  which  may  approve 
or  decrease  but  not  raise  the  amounts  of  the  various  items. 
The  final  action  of  the  Board  of  Estimates  must  be  taken 
by  April  30,  and  it  is  unlawful  to  create  any  expenditure 
or  expend  any  moneys  as  to  items  specifically  disallowed 
and  disapproved  by  the  Board  of  Estimates.  After  the 
final  adjustment  of  the  general  city  budget,  bonds  are 
issued,  and  taxes  levied.  The  funds  apportioned  the  Board 
of  Education  remain  in  the  hands  of  the  city  treasurer. 
The  proceeds  from  all  sources  are  used  by  him  to  pay  all 
debts  incurred  by  the  action  of  the  board,  bills  of  which  have 
been  audited  by  the  finance  committee,  and  approved  by  the 
mayor.  Checks  are  issued  by  the  city  treasurer  and  certified 
by  the  controller. 

Revenue  from  the  sale  of  school  bonds  may  be  expended 
for  land,  buildings,  or  permanent  improvements  only. 

Revenue  from  the  primary  school  money  may  be  used 
to  pay  teachers'  salaries  only. 

The  funds  of  the  board  are  kept  under  separate 
accounts  as  follows: 


FINANCES 


17 


A.  Building  Fund — To  which  belong  all  moneys  levied 
and  collected,  and  which  are  to  be  expended  for  lands,  build- 
ings, and  permanent  improvements. 

B.  Maintenance  Fund — To  which  belong  all  moneys  col- 
lected for  the  payment  of  salaries  of  janitors,  officers,  and 
clerks,  for  the  payment  of  repairs,  both  general  and  special, 
and  all  other  moneys  collected  not  specially  provided  for. 

C.  Teachers'  Salary  Fund — To  which  belong  moneys 
appropriated  and  collected  for  the  payment  of  salaries  of 
teachers. 

D.  The  Contingent  Fund  is  a  sum  not  exceeding  $250 
(belonging  to  the  maintenance  fund)  placed  in  the  custody 
of  the  secretary,  who  shall  be  accountable  for  the  same. 

Money  cannot  be  transferred  from  one  fund  to  another. 


BUDGET,      1915-16 


ITEMS 

Asked  By 
Board  of  Educa- 
tion 

Allowed  By 
Common  Council 

Allowed  By  Board 
of  Estimates 

Building  Fund 

2,440,431.98 

2,415,201.83 
841,511.73 

$1,630,100.34 

2,003,955.91 
769,723.98 

$1,348,835.54 

Maintenance  Fund  (Net.) 
Teachers'  Salaries  .  . . 
Other  Purposes 

1,557,510.00 
698,684.06 

Total 

$5,697,154.54 

$4,403,780.23 

$3,605,029.60 

RECEI  PTS     AND 
19  14 

Balance     July     1, 

1914 $    511,734.57 

City  Taxes 2,071,921.86 

Sale  of  Bonds 718,000.00 

Primary  School 

Money 927,004.40 

All  other  revenue.  .  .  101,341.24 

Total $4,330,002.07 


DISBURSMENTS, 
19  15. 

Teachers'  Salary 

Fund $2,242,198.91 

Building  Fund 1,331,583.30 

Maintenance 671,905. 00 

Miscellaneous 4,486.13 

Balance     June     30, 

1915 79,828.73 

Total $4,330,002.07 


18  GENERAL  ORGANIZATION 


BUSINESS      MANAGEMENT 

Subject  to  the  approval  of  the  proper  committees,  the 
Secretary  and  Business  Manager  of  the  Board  is  vested 
with  the  purchase  of  all  supplies  and  materials  used  in 
the  maintenance  of  the  schools.  Last  year  this  amounted 
to  about  $3,000,000.00.  About  twenty-five  persons  are  em- 
ployed in  different  capacities  under  his  direction.  Accounts 
are  kept  with  each  school  as  to  cost  of  maintenance;  and 
an  accounting  system  is  in  vogue  which  furnishes  a  positive 
check  on  the  stock  room  in  the  distribution  of  books,  sta- 
tionery, and  all  kinds  of  supplies  sent  to  schools.  These  are 
issued  upon  requisitions  made  by  the  principals  upon  the 
secretary,  who  is  thus  enabled  to  make  a  comparative  state- 
ment of  the  cost  of  maintaining  each  school.  These  accounts 
must  balance  at  the  end  of  the  year  with  the  inventory  of 
the  stock  room.  It  is  required  that  all  worn-out  articles 
must  be  presented  to  the  person  in  charge  of  the  stock  room 
for  inspection  before  substitutes  therefor  are  furnished. 
The  secretary  is  also  custodian  of  all  papers,  documents, 
deeds,  etc.,  of  all  school  sites  and  contracts  for  school  build- 
ings, and  is  held  responsible  for  all  records  relative  to  the 
proceedings  of  the  meetings  of  the  Board. 

In  January  of  each  year  estimates  are  prepared  in  his 
office  covering  the  requirements  of  the  Board  and  the  City 
at  Large,  educationally  speaking,  for  the  ensuing  year. 
These  are  presented  to  the  Common  Council  and  the  Board 
of  Estimates  for  consideration.  The  funds  for  these  pur- 
poses, when  finally  passed,  become  available  July  1  follow- 
ing. Monthly  statements  as  to  the  available  balances  in 
appropriations  are  furnished  from  the  Secretary's  office 
to  each  department  of  the  Board  and  to  the  City  Controller, 
who  makes  all  disbursements  upon  the  Board  of  Education 
funds,  upon  action  of  the  Board.  Thus  purchases  against 
exhausted  appropriations  cease  in  accordance  with  his 
report. 

Free  textbooks  were  adopted  by  Detroit  in  1892.  The 
secretary  of  the  board  receives  all  textbooks  and  other 
supplies  purchased  by  the  board  and  has  charge  of  their 
distribution  to  the  schools.  A  stock  room  is  maintained 
in  the  Washington  School  building,  to  which  all  supplies  are 
shipped  and  from  which  they  are  sent  to  the  schools  on 


BUSINESS  MANAGEMENT 


19 


requisition  of  principals.  A  delivery  wagon  and  an  auto 
truck  together  cover  the  entire  city  each  week,  visiting 
about  twenty-five  schools  each  day,  according  to  a  regular 
schedule. 

The  Secretary  is  also  required  by  law  to  obtain  an  annual 
census  of  all  persons  of  school  age  in  the  City,  upon  which 
the  apportionment  of  city  funds  is  made  and  credited  to 
the  Board  of  Education  as  an  annual  receipt. 


CHAS.  A.  GADD, 

Secretary. 


Room  2,  50  Broadway. 


20  GENERAL  ORGANIZATION 


EQUIPMENT 

The  Detroit  public  school  plant  is  shown  diagramati- 
cally  on  the  opposite  page.  The  squares  and  rectangles 
represent  the  elementary  and  higher  schools.  The  figures 
within  the  squares  indicate  the  size  of  the  buildings  (num- 
ber of  rooms  for  elementary  grades,  average  membership 
1914-1915  for  normal  and  high  schools).  School  crossed 
by  a  single  set  of  oblique  lines  are  schools  built  since  1910, 
while  those  double  crossed  are  now  under  construction. 
Junior  high  schools  have  been  placed  among  the  elemen- 
tary schools  and  are  bounded  by  a  double  line. 

The  city  today  has  123  school  buildings, — 118  of  which 
are  brick,  and  three  frame, — six  small  portable  schools, 
a  brick  office  building,  and  a  frame  repair  shop.  The 
stock  room  is  located  in  one  of  the  regular  school  build- 
ings. The  total  number  of  rooms  including  high  schools  is 
1708.  The  total  seating  capacity  is  68,598.  If  this  is  com- 
pared with  the  number  of  different  names  enrolled,  last  year 
84,280,  or  even  the  number  of  pupils  in  membership  at  the 
close  of  the  year,  67,338,  the  reason  for  the  increase  of  part 
time  classes  from  154  in  September,  1914,  to  227  in  Septem- 
ber, 1915,  will  be  plainly  seen.  The  enrollment  September  21, 
1915,  74,246,  represents  an  increase  of  7,176  children  over 
the  September  enrollment  the  year  before.  Yet  the  capacity 
of  the  seven  new  buildings  to  be  opened  this  year  is  but 
6,162  seats.  A  strenuous  building  program  that  has  not 
pended  more  than  $3,000,000  in  the  last  two  years  has  not 
served  to  keep  the  equipment  adequate  for  the  needs  of  the 
city. 

The  total  cost  of  school  sites  to  date  has  been  $1,718,800 ; 
that  of  school  buildings  $10,500,000.  The  total  investment 
in  the  public  schools  is,  therefore,  $12,218,800.  Large  as 
as  this  investment  is,  it  will  be  doubled  in  a  very  few  years, 
if  Detroit's  present  rate  of  growth  continues. 

The  use  of  school  buildings  after  hours  for  distinctively 
educational  purposes  is  granted  under  certain  conditions, 
providing  the  expenses  of  heating,  lighting,  and  janitor  ser- 
vice are  paid.  Free  use  of  buildings  is  also  given  for  certain 
school  meetings  and  entertainments. 


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22  GENERAL  ORGANIZATION 

SUPERVISION    OF    SCHOOL    PROPERTY 

RULES  OF  THE  BOARD  OF  EDUCATION 

Supervisor 

11.  The  Supervisor  shall  be  elected  by  a  viva-voce  vote 
in  the  manner  prescribed  in  Rule  2,  at  the  first  regular  meet- 
ing of  the  Board  in  April,  or  at  any  subsequent  regular 
meeting,  for  the  term  of  four  years.  The  term  of  office  shall 
date  from  the  first  of  May  following  said  regular  meeting 
in  April.  A  majority  vote  of  the  inspectors  present  shall  be 
necessary  to  elect. 

Duties  of  the  Supervisor 

12.  (a)  The  Supervisor  shall  superintend  the  receiv- 
ing, storing,  and  distribution  of  fuel.  He  shall  have  charge 
of  all  school  building  material  and  supplies  used  for  repair- 
ing buildings,  fences,  walks,  etc.  He  shall  have  the  super- 
vision and  direction  of  the  janitors,  engineers,  and  assist- 
ants, subject  to  the  approval  and  rules  of  the  Committee  on 
Supplies  and  Janitors.  He  shall,  under  the  direction  of  the 
Board,  employ  mechanics  and  laborers,  superintend  their 
employment,  and  certify  their  pay  rolls.  He  shall  also  super- 
intend all  repairs,  alterations,  and  improvements  in  school 
houses,  fences,  walks,  out-houses,  etc.,  keeping  a  detailed 
account  of  labor  and  material  used  in  such  repairs,  alter- 
ations, and  improvements  in  and  about  each  building.  He 
shall,  in  January  of  each  year,  recommend  to  the  Board 
such  repairs,  alterations,  and  improvements  in  and  about 
school  houses  as  he  may  deem  necessary,  together  with  his 
estimate  in  detail  of  the  cost  of  the  same.  He  shall  make 
a  report  to  the  Board  at  its  first  regular  meeting  in  March, 
giving  a  complete  inventory  of  all  movable  property  in  the 
different  store  rooms  and  unoccupied  schools. 

Architect 

13.  The  Architect  shall  be  elected  by  a  viva-voce  vote 
in  the  manner  prescribed  in  Rule  2,  at  the  first  regular 
meeting  of  the  Board  in  December,  for  a  term  of  one  year, 
compensation  to  be  agreed  upon  at  the  time  of  said  election. 
The  term  of  office  shall  date  from  the  first  day  of  January, 
following  said  regular  meeting  in  December.  A  majority 
of  the  Inspectors  present  shall  be  necessary  to  elect. 


SUPERVISION  OF  SCHOOL  PROPERTY  23 

Duties  of  the  Architect 

(a)  The  Architect  shall  prepare:  (1)  Preliminary  draw- 
ings modified  and  remodified to  illustrate  a  general 

solution  of  the  Board's  problem;  (2)  General  drawings 

as  may  be  necessary  to  make  the  whole  scheme  clearly  evi- 
dent to  the  mind  of  a  competent  builder;  (3)  Specifications 

to  be  furnished  as  a  basis  for  tenders;  (4)  Detailed 

drawings for  the  use  of  the  builders. 

b.  He  shall  be  responsible  for  all  errors  or  omissions 
in  drawings 

c  He  shall  supervise  work  on  buildings  in  process  of 
erection 

d.  The  services  of  the  Architect  are  to  cover  all  incom- 
plete contracts  on  new  buildings  and  additions  let  during 
his  term  of  office,  at  the  rate  of  compensation  as  agreed. 

14.  The  Consulting  Engineer  shall  be  elected  by  a  viva- 
voce  vote  in  the  manner  prescribed  in  Rule  2,  at  the  first 
regular  meeting  of  the  Board  in  December,  for  a  term  of 
one  year,  compensation  to  be  agreed  upon  at  the  time  of 
said  election.  The  term  of  office  shall  date  from  the  first 
day  of  January,  following  said  regular  meeting  in  Decem- 
ber. A  majority  of  the  Inspectors  present  shall  be  neces- 
sary to  elect. 

His  duties  are  like  those  listed  under  Rule  13  of  Archi- 
tects, with  such  changes  as  his  special  work  requires. 

Engineers  Must  Hold  License 
113.     All  applicants  for  positions  as  engineer- janitors  in 
the  public  schools  shall  be  required  to  pass  a  satisfactory 
examination  before  the  City  Boiler  Inspector  in  office  at  the 
time  of  making  such  application. 

Total  Engineer  Staff,  1914-15 123 

Total  Janitor  Staff,  1914-15 185 

Total  engineers'  and  janitors'  salaries,  twelve  months,  day 

school   $285,968.72 

The  salaries  for  janitors  range  from  $2.25  per  day  to 
$243.47  per  month,  depending  upon  the  size  of  the  building 
and  the  character  of  the  heating  plant. 

In  steam-heated  schools,  the  engineers  are  allowed  a 
larger  salary  for  ten  months  in  the  year,  so  that  they  can 
pay  their  assistants  at  the  rate  of  $5.32  per  room  per  school 
month.  The  Board  does  not  employ  any  assistants  except 
in  high  schools  and  large  elementary  schools. 


24  GENERAL  ORGANIZATION 

SUPERVISION     OF     INSTRUCTION 

The  general  scheme  of  supervision  in  the  Detroit  schools 
is  indicated  in  the  diagram  on  the  opposite  page.  "The 
superintendent,  as  the  chief  executive  officer  of  the  Board, 
and  under  its  direction,  has  superintendence  of  all  schools, 
teachers,  and  supervisory  departments."  He  is  thus  himself 
the  chief  supervisory  officer.  As  shown  by  the  dotted  lines, 
he  has  the  co-operation  of  the  forces  of  the  Board  of  Health, 
i.  e.,  the  school  physicians  and  nurses  who  are  under  the 
direct  charge  of  the  Board  of  Health,  and  of  the  secretary  of 
the  board  and  the  supervisor  of  buildings,  both  of  whom 
are  directly  responsible  to  the  Board  of  Education,  as  is 
the  superintendent  himself. 

The  actual  inspection  and  supervision  of  school  work  is 
carried  on  mainly  by  three  assistant  superintendents,  one  of 
whom  has  charge  of  the  elementary  schools  on  the  West 
side  of  the  city,  the  other  of  whom  has  similar  charge  of 
the  East  side  schools,  the  third  of  whom  has  charge  of  all 
special  schools,  evening  and  vacation  schools,  classes  for 
abnormal,  blind,  deaf,  or  crippled  children,  etc.  The  kinder- 
garten and  primary  grades  are  under  the  care  of  a  spe- 
cial supervisor.  Supervision  in  the  normal,  high,  and 
trade  schools  is  carried  on  by  a  council  of  principals,  or 
directors,  of  those  schools  who  meet  at  intervals  with  the 
superintendent.  There  are,  further,  certain  supervisors  of 
special  departments  and  subjects,  as  shown  in  the  diagram, 
whose  duty  it  is  to  oversee  the  work  of  teachers  in  these 
subjects,  and  to  give  assistance  and  training  as  needed. 


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SUPERVISOR 
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JANIT0R3 


GENERAL  ORGANIZATION 


SUPERVISION      OF      INSTRUCTION 

General  Offices  in  Administration  Building,  50  Broadway. 
Office  Hours  of  Supervisors,  4-5  P.  M.  Daily.     Saturday,  10-12 
A.  M. 

SUPERINTENDENCE.    ROOMS  6,  7. 

1  Superintendent  of  Schools.    3  Assistant  Superintendents. 

Office  force:  1  Binet  Examiner,  2  clerks, 
3  stenographers,  1  telephone  operator. 

SUPERVISORY  TEACHERS. 
Office  force:  1  stenographer,  1  clerk. 

A.  Physical  Training  in  High  and  Elementary  Schools. 

Room  11. 
1  Director.     5  Assistant  Directors,  two  men 
and  three  women. 

B.  Athletics  in  High  Schools — Room  11. 

1  Director. 

C.  Manual  Training  in  High  and  Elementary  Schools. 

Room  10. 
1  Director.    1  Assistant  Director. 

D.  Music  in  High  and  Elementary  Schools.    Room  13. 

1  Director.     3  Assistant  Directors. 

E.  Drawing   in   the   Elementary   Schools.      Room    14. 

1  Director.    2  Assistant  Directors. 

F.  English  in  the  Elementary  Grades.     Room  11. 

1  Supervisor. 

G.  Kindergartens,  First  and  Second  Grades.    Room  15. 

1  Supervisor  and  1  Assistant  Supervisor. 
H.     Substitutes  and  New  Teachers.    Room  11. 

1  Supervisor. 
I.     Continuation    Schools    for    Girls.      Room    11. 

1  Director. 
J.     Educational  Research.    Room  11. 

1  Supervisor. 
K.     School  Physician,  (For  medical  examination  of  appli- 
cants) Room  7. 
L.     Compulsory  Education — Offices — 38   Broadway. 

1  Supervisor.    7  Clerks.    14  Attendance  Officers. 

Total  Supervisory  Force,  58.  Total  Salary  for  Super- 
vision, (exclusive  of  principals  and  first  assistants  $98,588, 
or  4.4%  of  expenditures  from  Teachers'  Salary  Fund. 


GENERAL  ORGANIZATION  27 


THE     TEACHING     CORPS 

RULES  GOVERNING  APPLICATIONS,  EXAMINATIONS,  ETC. 

Each  school  is  in  direct  charge  of  a  principal,  who  gives 
all  his  time  to  administrative  and  supervisory  work.  First 
assistants,  or  vice-principals,  have  charge  of  the  highest 
room  and  give  most  of  their  time  to  teaching.  In  only  a 
very  few  schools  are  principals  given  clerical  assistance. 

Young  teachers  from  the  training  school  are  usually 
assigned  to  primary  grades.  First  assistants  are  teachers 
of  the  highest  class.  Principals  are  ordinarily  chosen  from 
first  assistants.  There  is  thus  a  gradual  movement  of 
teachers  through  the  grades  upwards,  and  each  move  to  a 
higher  grade  is  generally  regarded  as  a  promotion. 

TEACHERS 

45.  Teachers  in  the  public  schools  shall  be  appointed 
by  the  Board  on  nomination  of  the  Committee  on  Teachers 
and  Schools,  for  the  term  of  one  year;  provided,  that  a 
teacher  may  be  dismissed  upon  thirty  days'  notice;  or  at 
any  time  for  wilful  violation  of  any  rule  of  the  Board ;  or  for 
misconduct  or  incompetency.  The  pay  of  substitute  teach- 
ers shall  be  deducted  from  the  salary  of  the  absentee,  and 
the  compensation  of  said  substitute  shall  be  fixed  by  the 
Superintendent,  with  the  consent  of  the  chairman  of  the 
Committee  on  Teachers  and  Schools. 

77.  I.  (a)  All  applications  for  positions  as  teacher  or 
principal  shall  be  made  through  the  Superintendent,  and 
filed  in  his  office. 

(b)  All  persons  appointed  teacher  or  principal  must 
pass  a  physical  examination  given  by  the  school  physician 
of  the  Board  of  Education,  who  shall  certify  that  the  per- 
son is  in  sound  physical  health.  If  such  a  certificate  can- 
not be  secured,  a  contract  will  not  be  issued. 

(c)  All  applicants  eligible  to  appointment  shall  hold 
one  of  the  following  qualifications:  A  Detroit  Normal 
School  diploma,  a  diploma  from  a  University  or  College,  a 
life  diploma  from  a  State  Normal  School,  or  a  Michigan 
State  Life  Certificate.  All  teachers  appointed,  except 
those  from  the  Detroit  Normal  Training  School,  shall  have 
had  not  less  than  three  years'  successful  experience  in 
teaching. 


28  GENERAL  ORGANIZATION 

(d)  Substitute  teachers  shall  possess  like  qualifications, 
with  the  exception  of  experience,  but,  after  having  substi- 
tuted successfully  in  the  Detroit  Public  Schools  for  two 
hundred  days,  may  be  placed  upon  the  eligible  list  for 
appointment  to  regular  positions. 

(e)  The  number  of  teachers  required  at  any  time  shall 
be  made  up :  first  of  persons  holding  Detroit  Normal  Train- 
ing School  certificates;  and,  second,  from  those  whose 
names  have  been  placed  on  the  eligible  list.  This  rule  shall 
not  apply  to  the  appointment  of  teachers  in  special  studies, 
provided  the  applicant  has  had  three  years  of  successful 
teaching  in  his  or  her  special  branch. 

EXAMINATION— TEACHERS   AND   NORMAL  TRAINING 
ENTRANCE 

(f)  All  applicants  for  the  position  of  teacher  or  for 
entrance  to  the  Normal  Training  School,  Elementary,  or 
Kindergarten  Training  Classes  shall  furnish  evidence  of 
good  moral  character  and  sound  physical  health,  and  shall 
be  required  to  pass  a  satisfactory  examination  along  the 
following  general  lines: 

1.  English  (Grammar,  Rhetoric,  and  General  Litera- 
ture, as  covered  in  English  (1)  to  (8)  inclusive,  as  outlined 
in  High  School  Handbook). 

2.  Algebra. 

3-  History  (One  year  of  Ancient  History,  Modern  and 
Medieval  History,  English  History,  or  American  History). 

TEACHERS  OF  SLOYD. 

(g)  Teachers  of  Sloyd,  to  be  eligible  for  appointment, 
shall  have  satisfactorily  completed  the  courses  in  a  special 
training  school  of  good  standing — such  as  the  Teachers'  Col- 
lege, New  York,  or  the  Sloyd  Training  School,  Boston,  or 
have  a  preparation  equivalent  to  the  preparation  given  by 
these  schools. 

TEACHERS  OF  SEWING  AND  COOKING 
(h)  Teachers  of  Sewing  and  Cooking  shall  be  graduates 
of  a  special  training  school  of  good  standing — such  as  the 
Pratt  Institute,  Brooklyn,  the  Drexel  Institute,  Philadel- 
phia, or  Simmon's  College,  Boston,  or  shall  have  had  a  prep- 
aration equivalent  to  a  diploma  from  these  schools. 

MISCELLANEOUS  REGULATIONS 
II.     (a)     The  marriage  of  any  woman  teacher  consti- 
tutes a  resignation. 


TEACHING   CORPS  29 


(b)  The  maximum  time  for  which  leave  of  absence 
shall  be  granted  to  any  teacher  shall  be  one  year. 

Regular  schedule  increase  in  salary  is  allowed  if  the 
leave  of  absence  is  for  the  purpose  of  study  and  certified 
credits  are  presented  upon  return. 

If  a  leave  of  absence  is  granted  during  a  term,  salary 
ceases  at  time  leave  takes  effect. 

(d)  When  a  special  teacher  is  absent  from  duty  on 
account  of  sickness,  only  one-half  pay  shall  be  allowed  her 
during  the  first  three  weeks  of*"  such  absence,  and,  after 
three  weeks,  pay  shall  cease  entirely  until  return  to  duty. 
If  the  absence  is  from  any  other  cause  than  sickness,  no 
pay  shall  be  allowed  during  the  term  thereof. 

(e)  When  a  principal  or  a  teacher  is  absent  and  a  sub- 
stitute is  employed,  the  amount  required  to  pay  the  substi- 
tute shall  be  deducted  from  the  salary  of  the  absentee. 

(g)  The  difference  between  the  principal's  or  the 
teacher's  salary  and  the  amount  paid  principal  or  teacher 
and  substitute  shall  be  given  to  the  General  Fund  of  the 
Teachers'  Retirement  Fund  for  a  period  not  to  exceed  one 
month. 

(3)  (a)  All  applicants  for  the  position  of  teacher  or 
principal  in  a  night  school  must  furnish  evidence  of  good 
moral  character,  or  sound  physical  health,  and  of  successful 
experience. 

(b)  All  applicants  eligible  to  appointment  shall  hold 
one  of  the  following  qualifications:  A  Detroit  Normal 
School  diploma,  a  diploma  from  a  State  University  or  Col- 
lege, a  diploma  from  a  State  Normal  School,  a  State  Certi- 
ficate, a  Wayne  County  First  Grade  Certificate  or  a  certifi- 
cate secured  at  an  examination  to  be  held  under  the  direc- 
tion of  the  Committee  on  Teachers  and  Schools  and  the 
Superintendent,  the  second  week  in  September  of  each 
school  year. 

DUTIES  OF  TEACHERS 

90.  It  shall  be  the  duty  of  teachers  to  practice  such 
discipline  in  their  schools  as  would  be  exercised  by  a  wise 
and  judicious  parent  in  his  family — always  firm  and  vigilant, 
but  prudent. 


30 


GENERAL  ORGANIZATION 


ENERAL      SCHOOL      STATISTIC 
FOR     YEAR      ENDING     JUNE,      1915 


Number  of  different  names  enrolled 

Average  membership  for  the  year 

Average  daily  attendance  for  the  year 

Per  cent  of  attendance  on  membership 

Number  of  pupils  in  membership  at  close  of 


year. 


Number  of  male  teachers  (including  superin 
tendent,  excluding  clerks) 

Number  of  female  teachers  (excluding  libra- 
rians and  clerks) 

Average  number  of  teachers,  excluding  super 
intendent,  supervisors,  principals,  clerks, 
manual  training  teachers  elementary 
schools,  special,  ungraded,  deaf  and  attend 
ance  officers 


Average  number  of  teachers,  including  prin- 
cipals, supervisors,  manual  training  teach- 
ers, excluding  superintendent  and  clerks . . . 

Average  number  of  pupils  to  the  teacher 
(excluding  supervisors,  principals,  manual 
training  teachers,  clerks),  based  on  enrollment) 
11.  Average  number  of  pupils  to  the  teacher 
(excluding  supervisors,  principals,  manual 
training  teachers,  clerks)  based  on  average 
membership 

Average  number  of  pupils  to  the  teacher 
(excluding  supervisors,  principals,  manual 
training  teachers  and  clerks),  based  on 
average  attendance 

Cost  per  capita  for  instruction  and  superin- 
tendence (excluding  evening  schools), 
based  on  average  membership 

Cost  per  capita  for  incidentals,  based  on  aver- 
age membership 

Cost  per  capita,  including  all  current  ex- 
penses except  money  invested  in  school 
buildings 

Cost  per  capita  for  ungraded  schools 

Number  of  days  the  schools  were  actually  in 
session 


10. 


12. 


13 


14. 
15. 


10,321 

5,146 

4,653 

91.0 

5,172 


190 

190 
190 
54.3 

27.0 

24.5 

$33.37 
$1.36 

$34.73 


42,440 

35,009 

33,108 

94.5 

35,205 

34 

858 


733 
884 
54.4 

45.6 

43.3 

$2271. 
$8.13 

$30.84 


21,900 

19,536 

18,724 

95.8 

19,808 

59 

639 


537 
661 

40.7 


34.8 

$36.07 
$8.13 

$44.20 


Is 


878 
718 
693 
>6.5 

793 

15 

27 


36 
38 
24.4 

19.9 

19.5 

$67.80 
$5.71 

$73.51 


8,741 

6,387 

6,132 

96.0 

6,360 

131 

190 


303 


28.8 


21.0 


$72.42 
$25.29 

$97.71 


3£ 


84,280 

66,796 

63,310 

94.7 

67,338 

239 

1,896 


1,799 

2,082 

45.4 

36.3 

34.4 

132.68 
$9.22 


$41.90 
$56.92 


18, 


GENERAL    FINANCIAL    STATISTICS,     1896-1915 


> 

Assessed 

valuation  of 

property. 

Amount  of 
levy  for  all 
municipal 
purposes. 

Amount  of 

levy  for 
current  ex- 
penses of  the 
public 
schools. 

Per  cent,  of 

school  taxes 

upon  entire 

municipal  levy. 

Received  from 

sale  of  bonds, 

school  sites 

and  buildings. 

Amount  of 

money 

received  from 

primary 
school  fund. 

Amount 
appropriated 
for  all  school 

purposes. 

1896 

$209,642,100 .  00  $3,253,300 .  77 

$    655,563.00 

20.1 

$      98,354.62 

$    810,063.00 

1897 

206,825,870.00    3,640,878.19 

754,020.60 

20.7 

100,057.48 

940,420.60 

1898 

207,636,860.00)  3,304,247.31 

874,625.65 

26.4 

108,299.10 

974,136.65 

1899 

216,971,000.00    3,514,092.46 

750,013.38 

21.3 

$      1,035 

113,571.50 

903,517.30 

1900 

244,371,510.00 

3,662,877.88 

736,746.45 

20.1 

156,000 

116,456.00 

1,010,971.73 

1901 

247,248,500.00 

3,777,424.86 

813,270.61 

21.5 

50,000 

163,846.70 

1,209,367.94 

1902 

249,503,720.00 

4,131,603.47 

876,068.36 

21.2 

155,000 

204,985.36 

1,140,129.50 

1903 

271,868,920.00 

4,270,392.68 

989,773.07 

23.1 

*77,000 

224,073.00 

1,333,428.07 

1904 

277,982,370.68    4,033,401.49 

1,003,714.67 

24.5 

265,831.50 

1,272,322.72 

1905 

287,268,670.00!  4,051,363.14 

781,049.30 

19.2 

110,000 

277,044.90 

1,052,903.94 

1906 

305,656,900.00!  4,317,506.91 

601,499.51 

13.9 

230,000 

322,458.80 

1,370,060.28 

1907 

335,997,380.001  4,996,785.94 

598,300.02 

11.9 

170,000 

1,114,999.00 

1,776,261.82 

1908 

349,163,590.00    5,204,001.16 

889,532.26 

17 

249,000 

1,010,280.00 

1,840,532.26 

1909 

359,819,910.001  6,329,536.15 

592,359.26 

16.6 

603,310 

670,119.24 

2,393,709.26 

1910 

377,335,980.00,   6,837,638.57 

944,318.13 

19.5 

216,000 

662,766.00 

2,060,517.31 

1911 

407,213,210.00    7,311,161.31 

1,337,772.87 

19.5 

300,000 

856,384.60 

2,827,465.97 

1912 

456,816,100.00!   9,014,654.82 

1,468,031.19 

16.1 

*20,000 

54,615.50 

4,097,877.44 

1913 

486,763,120.00!  9,877,188.48 

1,333,697.10 

13.5 

838,644 

844,681.00 

4,097,877.44 

1914 

525,856,500 .  00  10,267,999 .21 

2,071,921.86 

20 

2,760,610 

878,989.02 

4,739,421.86 

1915 

558,943,950 .  00  13,106,187 .  39 

2,431,599.62 

18 

1,200,500 

927,004.40 

4,611,099.61. 

♦Amount  received  from  bonds  and  school  taxes. 


ANNUAL  SALARIES  31 


SCHEDULE     OF     ANNUAL    SALARIES 

(Unless  Otherwise  Stated  Salaries  are  for  Ten  Months'  Services) 
Members  of  the  Board  of  Education  serve  without  pay. 
OFFICERS  OF  THE  BOARD 

Secretary,  12  months $3,000 

Superintendent  of  Schools,  12  months 9,000 

Assistant  Superintendents,  12  months 4,500 

Supervisor  of  School  Property,  12  months 3,500 

Architects'  and  Consulting  Engineers'  Commissions,  5%. 
Two   and  one-half  per  cent  of  entire  cost  of  new  buildings  is 
allowed  for  drawings  and  specifications;  2^%  is  allowed  for  super- 
intendence and  inspection. 

SUPERVISORY  TEACHERS. 

Physical  Training  Director 2,400 

Assistants,  Men   1,500 

Assistants,  Women 1,200 

Athletics — Director  2,300 

Manual  Training — Supervisor   3,500 

Assistants 1,200 

Music — Supervisor   2,400 

Assistants 1,200 

Drawing — Director    2,400 

Assistants    1,300 

English — Supervisor    2,400 

Kindergartens,  First  and  Second  Grade,  Supervisor 2,400 

Assistant    1,400 

Substitutes  and  New  Teachers — Supervisor 2,400 

Continuation  School — Director   2,000 

Educational  Research — Supervisor 3,000 

Medical  Director  1,800 

$100  per  year  increase. 

PRINCIPALS  AND  TEACHERS. 
HIGH  SCHOOLS. 

Teachers — First  year   $    700.00 

Second  year   750.00 

Third  year 800.00 

$100  per  year  increase. 

Teachers — Maximum  salary 1,500.00 

Second  Assistants — Minimum  salary 1,600.00 

$100  per  year  increase. 

Second  Assistants — Maximum  salary 1,700.00 

First  Assistants — Minimum  salary 1,800.00 

First   Assistants — Maximum   salary 1,900.00 

Heads  of  Department — Minimum  salary 2,000.00 

$100  per  year  increase. 

Heads  of  Departments — Maximum  salary 2,500.00 

Grade    Principals — Central,    Eastern,    Western,    and    North- 
western High  Schools — Minimum 1,900.00 


32  GENERAL  ORGANIZATION 


Grade  Principals — Central,  Eastern,  Western  and  North- 
western High  Schools — Maximum 2,300.00 

Grade  Principals — McMillan  High  School  $100  per  year  more 
than  regular  schedule  rate. 

Principal  of  Central  High  School,  per  school  year,  maximum 

salary 4,500.00 

Principals  of  Eastern,  Western,  Cass  Technical,  and  North- 
western High  Schools,  per  school  year,  maximum  salary  4,000.00 

Principal  of  McMillan  High,  maximum  salary 2,700.00 

Principal  of  Norvell  Junior  High,  maximum  salary 2,700.00 

Principal  of  George  Junior  High,  maximum  salary 2,200.00 

ELEMENTARY  SCHOOLS. 

Minimum  salary $    500  per  school  year 

Schedule  increase  of 50     " 

To  the  maximum   1,000     " 

First  asst's  in  grammar  schools 1,100     "         " 

Principals  of  schools  of  7  rooms  or  less,  per  school  year $1,200.00 

Principals  of  schools  of  8  to  13  rooms,  per  school  year 1,500.00 

Principals  of  schools  of  14  to  17  rooms,  per  school  year 2,000.00 

Principals  of  schools  of  18  to  21  rooms,  per  school  year 2,500.00 

Principals  of  schools  of  22  or  more  rooms 2,700.00 

Principal  of  Central  High  School,  per  school  year,  minimum 

salary 4,000.00 

Maximum  salary  increase  of  principals  promoted  $200.00 
per  school  year.  Regular  schedule  increase  $100.00  per 
school  year  until  the  maximum  is  reached. 

In  case  one  or  more  rooms  shall  be  unoccupied  in  any 
building  of  six  or  more  rooms,  $2.50  shall  be  deducted  from 
the  monthly  salary  of  the  principal  for  each  unoccupied 
room. 

MANUAL  TRAINING  TEACHERS  OF  WOODWORK. 

Minimum   salary    $    900.00  per  school  vear 

Schedule  increase  of 100.00     " 

To  the  maximum 1,500.00     "         "         " 

TEACHERS  OF  DOMESTIC  SCIENCE  AND  DOMESTIC  ART. 

Minimum  salary    $    500.00  per  school  year 

Schedule  increase  of 50.00     "         "         " 

To  the  maximum 1,000.00     "        " 

NORMAL  TRAINING  SCHOOL. 
Teachers  in  the  Normal  Training  School  receive  $200.00 
per  school  year  more  than  schedule  of  regular  teachers  to 
a  maximum  of  $1,200.00  per  school  year. 

Faculty  members,   Minimum $1,200.00  per  school  year 

Faculty   members,    Maximum 1,650.00     "         "         " 

Schedule  increase  $100. 
KINDERGARTEN. 

The  graduate  assistant  shall  receive  $500.00  for  the  first 
year's  service,  increasing  thereafter  at  the  regular  schedule 
rate  until  the  maximum  of  $800.00  is  reached.  Whole  day — 
Maximum  $1,000.00. 

Directors  of  Kindergartens  receive  a  maximum  of 
$1,000.00  per  school  year. 


ANNUAL  SALARIES 


33 


SCHOOL  FOR  DEAF. 
The  salaries  of  assistant  teachers  employed  in  the  School 
for  Deaf  shall  be  subject  to  rules  which  fix  the  compensation 
of  teachers  in  the  district  schools,  with  an  addition  of 
$200.00  per  school  year,  providing  sufficient  funds  are  re- 
ceived from  the  State. 

ATTENDANCE  OFFICERS. 

Minimum  salary  $    900  per  school  year 

Schedule  increase  of 100     "         "         " 

Maximum  salary 1,100     "         "         " 

TEACHERS  OF  UNGRADED  ROOMS. 

Minimum  salary T. $    900.00 

Schedule  increase 100.00 

Maximum  salary  1,400.00 

SPECIAL  WORK. 
Teachers  for  special  work  are  paid  according  to  special 
agreement. 

SPECIAL  ROOMS. 
Teachers  of  special  rooms  to  receive  $200.00  per  school 
year  more  than  schedule  of  regular  teachers  to  a  maximum 
of  $1,200.00. 
Average   salary   of   all   teachers,    including   principals,    first 

assistants  and  supervisors $1,013.61 

Average   salary  of   all   teachers,   excluding   principals,    first 

assistants  and  supervisors 926.76 


'^'^f**^ 


w 


TT 


Pt?"' 


_ 


GIRLS'   GYMNASIUM,   CENTRAL   HIGH   SCHOOL 


NORMAL  TRAINING  35 


NORMAL  TRAINING  SCHOOL 

The  Wales  C.  Martindale  Normal  Training  School  pre- 
pares teachers  for  the  public  elementary  schools  of  Detroit. 
It  is  located  at  Grand  River  Avenue  and  Grand  Boulevard, 
about  three  and  one-half  miles  northwest  of  the  city  hall, 
and  is  situated  on  the  same  grounds  as  the  Northwestern 
High  School  and  the  Marr  Elementary  School. 

Both  the  normal  school  and  the  practice  school  are 
conducted  in  new  buildings,  opened  last  year.  Together 
with  the  Northwestern  High  School,  another  new  building, 
they  occupy  the  corners  of  the  triangular  apex  of  a  forty- 
acre  public  playground.  The  city  of  Detroit  has  $800,000 
invested  in  public  school  buildings  on  this  triangle,  and  the 
combined  plant  is  well  worth  the  attention  of  visiting  school 
people. 

The  normal  school  admits  graduates  of  Detroit  high 
schools,  or  of  high  schools  of  equal  rank,  who  are  successful 
in  a  competitive  examination  covering  the  high  school  work 
in  English,  algebra,  and  history.  The  course  is  two  years 
in  length,  and  affords  a  choice  between  preparation  for  the 
kindergarten  and  the  grades. 

For  observation  and  practice  purposes,  a  regular  city 
elementary  school  is  conducted,  under  the  direction  of  a 
principal,  and  with  a  force  of  sixteen  critic  teachers.  Here 
the  teachers-in-training  observe  illustrative  lessons,  assist 
in  school  projects,  and  teach  during  regular  practice  periods. 
The  practice  school  is  housed  in  the  Marr  building,  with  a 
few  overflow  rooms  of  children  placed  this  year  in  the 
Martindale  building  itself.  Considerable  practice  work  and 
substituting  are  also  done  by  Normal  students  in  regular 
rooms  throughout  the  city. 

Upon  completion  of  the  two  years'  course,  normal  stu- 
dents are  assigned  by  the  Superintendent  of  Schools  to 
grade  rooms  and  to  kindergartens  in  the  public  school  sys- 
tem. They  are  on  regular  schedule  salary,  but  remain 
under  the  direct  supervision  of  the  normal  school  for  a 
year  and  a  half.  If  the  first  semester's  teaching  is  satis- 
factory, a  certificate  is  given,  and  a  diploma  is  granted  at 
the  end  of  an  additional  year  of  acceptable  work.  During 
the  three  semesters  of  apprentice  teaching,  the  normal 
school  aims  to  help  the  beginning  teachers  to  effect  an 


36  DEPARTMENTS  OF  INSTRUCTION 


early  and  economic  adjustment,  and  to  promote  among  them 
adequate  ideals  and  standards  of  professional  service. 

Through  a  credit  arrangement  with  the  University  of 
Michigan,  it  is  now  possible  for  normal  students  who  take 
specified  courses  during  their  two  years  of  training  to  pre- 
pare themselves  to  enter  the  third  year  of  university  work. 
This  plan  is  made  feasible  through  the  co-operation  of  the 
Northwestern  High  School.  Children  in  the  northwestern 
section  of  the  city  thus  have  opened  to  them  the  possibility 
of  progressing  from  the  kindergarten  to  the  third  year  of 
college  work  by  successively  finishing  the  work  offered  in 
the  Marr  School,  the  Northwestern  High  School,  and  the 
Martindale  Normal  School. 

J.  F.  THOMAS, 

Principal. 

NORMAL    TRAINING     SCHOOL 

ENROLLMENT,  JANUARY,  1916 

Students,  first  semester,  Elementary  Course 54 

Students,  first  semester,  Kindergarten  Course 28 

Students,  second  semester,  Elementary  Course 38 

Students,  third  semester,  Elementary  Course 34 

Students,  third  semester,  Kindergarten  Course 22 

Students,  fourth  semester,  Elementary  Course 23 

Total  Students  199 

SALARIED  APPRENTICE  TEACHERS 

First  semester  class,  Elementary 35 

First  semester  class,  Kindergarten   32 

Second  semester  class,  Elementary 33 

Third  semester  class,  Elementary   4 

Third  semester  class,  Kindergarten 2 

Total  Teachers 106 

Total  Normal  Students  and  Supervised  Teachers 305 

(No   regular   "third"   semester   class   because   of  change   in 
length  of  course.) 

Pupils  in  Observation-Practice  School,  Marr 804 

Pupils  in  Observation-Practice  School,  Martindale 21*0 

Grand  Total  1319 

DETROIT  NORMAL  GRADUATES  IN  THE  TEACHING  FORCE 
JANUARY,  1916 

Elementary  School  Principals 100 

Normal  Graduates  who  are  Principals 30 

Per  cent 30 

Total  Number  Grade  Teachers 1456 

Number  Normal  Graduates  in  Force 730 

Per  cent  Normal  Graduates,  in  teaching  force 50 

Total  Number  Kindergarten  Directors  and  Assistants 214 

Number  Detroit  Normal  Graduates  Directors  and  Assistants 194 

Percentage 90 


NORMAL  TRAINING 


37 


OBSERVATION 

Regular  and  special  observation  accompanies  the  work  in  various 
subjects. 

PRACTICE 

Elementary: — 

Sophomores,  ninety  minutes  daily  for  six  weeks. 

Juniors,  three  afternoons  a  week  for  six  weeks. 

Seniors,  continuous  all  day  practice  for  ten  weeks. 
Kindergarten : — 

Freshmen,  one  morning  a  week  for  twenty  weeks. 

Juniors,  two  mornings  a  week  for  sixteen  weeks. 

NUMBER  IN  TEACHING  STAFF,  MARTINDALE  AND  MARR 

SCHOOLS 

Principals  2 

Supervising  Teachers,  Martindale 4 

Grade  Principal  1 

Teachers 3 

Part-time   Teachers    12 

Critic  Teachers,  Martindale  and  Marr 17 

Special  Teacher 1 

Special  Room  1 

Open  Air  Department 2 

Librarian  and  Assistant 2 

Clerk 1 

Total 46 


WASHINGTON  CROSSING  THE  DELAWARE 
Picture-posing  by  fourth  grade  children,  Marr  School 


38  DEPARTMENTS  OF  INSTRUCTION 


ACADEMIC      HIGH      SCHOOLS 

There  are  now  five  high  schools  in  operation  in  Detroit 
and  three  more  in  process  of  construction.  The  capacity 
of  all  eight  will  be  8752 ;  their  enrollment  during  the  term 
ending  June,  1915,  was  8578.  Of  these  schools,  one,  the 
Cass,  is  technical  and  commercial ;  the  others  are  academic, 
though  all  offer  courses  in  manual  training,  the  household 
arts,  and  commerce. 

In  one  respect  the  high  schools  of  Detroit  are  perhaps 
unique.  The  principals  and  the  rank  and  file  of  the  teach- 
ing force  are  entirely  relieved  of  the  drudgery  of  taking 
attendance,  supervising  tardiness,  keeping  records,  and 
maintaining  amicable  relations  with  parents.  These  func- 
tions are  performed  by  grade  principals,  each  of  whom 
presides  over  a  study  room  in  which  from  100  to  300  pupils 
live,  move,  and  have  their  being  when  they  are  not  actually 
engaged  in  class  room  or  laboratory.  The  result  is  an 
evenness  of  control  that  is  unattainable  if  the  supervision 
of  a  study  hall  is  divided  among  several  teachers.  It  is 
not  to  be  supposed,  however,  that  the  usefulness  of  the 
grade  principal  ends  here.  Always  being  chosen,  as  they 
are,  on  account  of  superior  scholarship,  vigor,  tact,  and 
devotion — they  impart  to  the  schools  a  spirit  and  a  tone 
which  are  not  anywhere  surpassed. 

A  modification  of  the  grade  principal  system  which  has 
been  tried  for  the  past  two  years  in  the  Central  and  North- 
western High  Schools  has  met  with  conspicuous  success. 
Instead  of  being  divided  by  grades  these  schools  have  been 
organized  into  houses,  each  house  consisting  of  pupils  of  all 
grades.  When  a  pupil  enters  high  school,  he  is  assigned  to 
a  house,  and  in  this  house  he  has  his  home  as  long  as  he  is 
a  member  of  the  school.  Grade  principals  thus  have  ample 
opportunity  to  know  each  pupil;  the  pupils  of  each  house 
become  acquainted;  the  older  pupils  develop  their  power 
of  government  and  initiative  by  supervising  the  studies  of 
the  younger;  the  fact  that  the  houses  are  evenly  matched 
in  number  and  in  age  produces  a  healthy  mtra-scholastic 
rivalry  both  in  scholarship  and  in  athletics;  and  the  spirit 
thus  engendered  causes  an  atmosphere  of  democracy  to  take 
the  place  of  the  intolerable  snobbery  that  is  apt  to  charac- 
terize the  conduct  of  certain  kinds  of  high  school  students. 


HIGH  SCHOOLS 


39 


FIRST  HIGH  SCHOOL,  1860 


• 

1 

1    IPU 

| 

Ij 

1 

• 

mi  ^ 

CAPITAL  HIGH  SCHOOL,  1864 


40  DEPARTMENTS  OF  INSTRUCTION 

The  houses  are  segregated  as  to  sex.  Class  segregation 
has  also  been  tried  during  the  last  two  years.  Opinion 
among  teachers  in  those  schools  where  it  has  been  tried 
is  almost  unanimous  in  favor  of  the  house  plan  of  segrega- 
tion. A  small  majority,  on  the  other  hand,  favor  mixed 
classes.  As  a  matter  of  fact,  the  schools  in  which  class 
segregation  has  been  tried  have  shown  a  marked  improve- 
ment in  the  boys'  scholarship.  Its  value  is  further  con- 
firmed by  the  fact  that  its  practical  abandonment  in  the 
Northwestern  High  School  has  been  followed  by  a  rever- 
sion to  the  old  unsatisfactory  scholastic  results  as  far  as  the 
boys  are  concerned. 

The  fundamental  principle  on  which  the  Detroit  high 
schools  have  been  managed  may  be  described  as  a  prudent 
radicalism  or  a  progressive  conservatism.  It  has  been 
Festina  lente,  "Safety  First." 

"Be  not  the  first  by  whom  the  new  is  tried, 
Nor  yet  the  last  to  lay  the  old  aside." 
The  purpose  is  to  convert  the  boys  and  girls  of  the  city 
into  healthy,  wealthy,  and  wise  citizens.  To  make  them 
healthy,  there  are  lunch  rooms,  playgrounds,  plunges,  gym- 
nasiums, and  physical  training;  to  make  them  wealthy, 
instruction  is  provided  in  commerce  and  in  the  manual  arts ; 
to  make  them  wise,  the  good  old  fashioned  solid  academic 
training  of  our  fathers  has  been  modified  but  by  no  means 
emasculated.  In  a  broadly  philosophical  sense,  the  purpose 
is  everywhere  practical,  but  it  is  held  that  what  is  practical 
for  one  pupil  may  be  the  reverse  for  others.  Accordingly, 
where  there  is  material  only  for  a  cottage,  a  cottage  is 
built;  where  the  proper  conditions  exist  for  erecting  a 
palace,  the  foundations  of  a  palace  are  laid.  Some  pupils 
accordingly  master  bookkeeping  and  carpentry;  others 
study  Latin,  Greek,  and  mathematics. 

The  idea  back  of  this  is  that  bookkeeping  is  practical 
but  that  a  trained  mind  is  more  practical  still.  While  book- 
keeping prepares  a  person  to  earn  his  bread  and  butter  in 
one  definite  way,  the  possessor  of  a  trained  mind  has  all  the 
world  before  him  where  to  choose  his  place  of  usefulness 
and  Providence  his  guide.  And  with  all  this  and  in  addi- 
tion to  it,  to  learn  to  see  life  steadily  and  see  it  whole  is 
always  and  everywhere  more  practical  still.  The  teachers  of 
the  Detroit  high  schools  are,  therefore,  not  at  all  afraid  that 
their  pupils  will  become  acquainted  with  too  many  good 


HIGH  SCHOOLS 


41 


CAPITAL  HIGH  SCHOOL,  1880-1893 


$0b 

X 

4k 

,. 

- 

*      *        B» 

CENTRAL  HIGH  SCHOOL,  1896 
Cass  and  Warren  Avenues 


First  Modern  High  School  Building 


42 


DEPARTMENTS  OF  INSTRUCTION 


WESTERN     HIGH     SCHOOL,     1897 
Scotten  Avenue  near  Baker  Street 


EASTERN  HIGH  SCHOOL,  1901 
Boulevard  and  Mack  Avenue 


HIGH  SCHOOLS 


43 


books  or  become  tainted  with  too  much  of  that  spiritual 
refinement  which  some  people  who  pride  themselves  on  their 
lack  of  education  and  some  who  boast  of  their  excess  of  it 
are  accustomed  to  decry  as  "culture." 


HIGH  SCHOOL  STATISTICS 

2 

o 
o 
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Q 

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—  bo 

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"3 

CO 

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o 

Cass 
Technical 

1908 

$351, 500 

$351,500 

Donated 

1000 

1304 

Brick 

Benjamin  Comfort 

8:30  to  3:00 

Central 

1860 

$950,350 

$820,000 

$130,350 

1700 

3250 

Brick 

David  Mackenzie 

8:30  to  3:00 

Eastern 

1901 

395,800 

370,800 

25,000 

850 

1836 

Brick 

J.  Remsen 
Bishop. 

8:30  to  3:00 

North- 
eastern 

New 

538,186 

435,000 

103,186.82 

1200 

Bdg 

Brick 

Charles  A.  Novak 

8:30  to  3:00 

Northern 

New 

589,381 

465,000 

124,387.50 

1200 

Bdg 

Brick 

George  G.  Bechtel 

8:30  to  3:00 

North- 
western 

South- 
eastern 

1914 

New 

373,500 
389,000 

353,500 
360,000 

20,000 
29,000 

714 
1200 

972 
Bdg 

jBrick 
Brick 

Edwin  L.  Miller. 
Joseph  H.  Corns 

8:30  to  3:00 
8:30  to  3:00 

Western 

1897 

306,250 

298,250 

8,000 

888 

1216 

Brick 

William  A.  Morse 

8:30  to  3:00 

NORTHEASTERN  HIGH  SCHOOL,  1916 
Warren  and  Joseph  Campau  Avenues 


COMMERCIAL  EDUCATION  45 


COMMERCIAL      COURSES 

The  Detroit  High  School  of  Commerce  is  housed  for  the 
present  in  the  Cass  Technical  High  School  building.  It  was 
established  to  accommodate  those  pupils  who  are  preparing 
to  enter  a  commercial  life.  The  courses  of  study  are  arranged 
with  the  idea  of  fitting  for  business  conditions  rather  than 
preparing  for  college.  Three  courses  of  study  are  offered: 
A  four-year  course;  a  three-year  course;  and  a  two-year 
course.  The  students  are  encouraged  to  remain  in  school  as 
long  as  possible.  However,  in  "order  to  help  those  who  can- 
not complete  the  regular  four-year  course,  both  the  three- 
year  and  the  two-year  courses  are  definitely  arranged,  and 
the  students  graduating  from  these  are  making  satisfactory 
progress  as  employees  in  offices. 

Each  academic  high  school  is  provided  with  business 
offices  for  the  use  of  advanced  students  who  represent 
different  firms  mentioned  in  the  texts.  These  offices  are 
equipped  with  adding  machines,  filing  cabinets,  and  other 
office  devices  usually  found  in  actual  work.  The  typewriting 
departments  are  provided  with  modern  machines,  there 
being  275  among  the  six  high  schools. 

All  pupils  electing  commercial  work  must  meet  the  same 
entrance  requirements  as  for  any  other  type  of  high  school 
work.  In  similar  fashion,  the  same  number  of  hours'  credit 
is  required  for  graduation  as  in  academic  courses.  To  a 
large  extent,  commercial  studies  are  elected  in  place  of  a 
modern  language  or  one  of  the  various  sciences.  It  is  esti- 
mated that  about  one-fourth  of  the  pupils  are  taking  some 
sort  of  commercial  work.  This  means  that  in  the  city 
there  are  approximately  2500  students  receiving  more  or 
less  business  training  as  a  part  of  their  high  school  work. 

One  of  the  important  features  is  the  placing  of  students 
in  positions  as  soon  as  they  will  have  completed  the  regular 
course.  Pupils  are  credited  and  marked,  and  a  card  record 
is  kept  of  their  Willingness,  Initiative,  Accuracy,  Neatness, 
Personal  Appearance,  and  Reliability.  This  gives  the 
teacher  an  excellent  knowledge  of  their  fitness  for  particular 
positions.  Before  girls  are  placed  in  an  office,  the  work 
required  of  them  and  the  character  of  the  establishment  is 
carefully  investigated. 

Central   High  School.  CHARLES    B.    BOWERMAN. 

Cass  High  School.  JAMES  L.  HOLTSCLAW. 


TECHNICAL  EDUCATION  47 


CASS   TECHNICAL  HIGH  SCHOOL 

The  courses  of  study  and  the  equipment  at  Cass  Tech- 
nical High  School  are  arranged  to  meet  the  needs  of  three 
general  groups  of  students:  the  regular  high  school  group; 
the  part-time  continuation  school;  and  the  evening  school. 
Students  are  admitted  to  the  regular  high  school  upon 
graduation  from  the  eighth  grade  or  on  passing  a  satisfac- 
tory examination.  On  entering  school,  students  may  choose 
one  of  the  following  groups : 

(a)  Mechanic  Arts 

(b)  Printing 

(c)  Commercial  (Detroit  High  School  of  Commerce) 

(d)  General  Science 

(e)  Pharmacy 

Only  a  limited  amount  of  elective  work  is  allowed  within 
these  groups. 

In  arranging  the  courses  of  study,  the  constant  aim  has 
been  to  make  the  work  of  each  year  a  complete  unit.  For 
example,  the  course  in  mathematics  is  so  organized  that  at 
the  end  of  the  first  year  all  students  understand  the  use  of 
equations  as  applied  to  the  solution  of  formulae.  They  know 
the  relation  of  angles  and  the  measurement  of  angles.  They 
can  measure  ordinary  areas  and  volumes  and  have  a  good 
working  knowledge  of  ratio  and  proportion. 

The  students  completing  the  first  year  of  school  work 
are  also  able  to  read  mechanical  drawings  to  the  extent  of 
making  stock  orders  from  detailed  blue  prints.  In  the 
shops  they  have  acquired  enough  mechanical  judgment  to 
comprehend  ordinary  construction  problems. 

One  hundred  and  sixty  units  are  required  for  gradua- 
tion. Graduates  are  admitted  to  all  the  leading  schools  of 
technology. 


48 


DEPARTMENTS  OF  INSTRUCTION 


Students  completing  one  or  more  years  of  school  work 
are  given  certificate  showing  that  they  have  completed  the 
following  work : 


SUBJECT 

COURSE 

SUBJECT 

COURSE 

English  .... 
Mathematics     . 
Mechanical  Draw. 
Chemistry    . 
Physical  Training   . 
Machine  Shop   . 
Printing        ... 

1 

1 
1 
1 
1 
1 
1 

2 
2 
2 
2 
2 
2 
2 

3 
3 
3 
3 
8 
3 

4 
4 
4 
4 
4 

4 

5 
5 
5 

5 

6 
6 
6 

6 

Physics 

United  States  History    . 
Pattern  Making 
Applied  Design  . 
Industrial  History    . 
Commercial  Geography 
Cabinet  Making 

1 
1 
1 
1 
1 
1 
1 

2 
2 
2 
2 

3 

The  purpose  in  giving  the  above  certificate  is  to  aid 
the  student  in  securing  a  position  in  which  he  can  make  use 
of  his  school  training  and  to  give  the  employer  an  oppor- 
tunity of  knowing  what  to  expect  as  a  result  of  this 
training. 

A  complete  course  of  study  may  be  obtained  on  applica- 
tion to  the  school. 


Cass  Technical  High   School. 


E.  G.  ALLEN, 

Director  Mechanical  Department. 


'■ 

t"  -7                      iff. 

■■•t'&                   _/       jt"        J 

mi  ^^g 

■  - 

ELECTRICAL  TESTING  LABORATORY 


JUNIOR  HIGH  SCHOOLS 


49 


CONDON  JUNIOR  HIGH  SCHOOL 

Boulevard  and  Buchanan  Street 


JOYCE  JUNIOR  HIGH  SCHOOL 

Sylvester  and  Seneca  Avenues 


50  DEPARTMENTS  OF  INSTRUCTION 


JUNIOR      HIGH      SCHOOLS 

The  City  of  Detroit  is  definitely  committed  to  the  idea 
underlying  the  junior  high  school  plan  of  reorganization. 
Naturally  in  a  large  city  the  establishment  and  extension  of 
the  six-six  or  six-three-three  plan  must  be  a  gradual  pro- 
cess. It  must  be  a  matter  of  growth,  for  the  old  system 
cannot  at  a  single  stroke  be  transformed  into  the  new.  A 
fair  beginning  has  been  made  in  Detroit.  The  junior  high 
idea  first  found  expression  here  in  September,  1913,  when 
two  schools  were  organized,  the  George  and  the  Norvell. 
Since  that  time  two  new  buildings  have  been  added,  the 
Condon  and  the  Joyce.  At  the  present  time  three  buildings 
are  nearing  completion,  in  which  either  six-year  high 
schools  or  a  modified  form  of  the  junior  high  school  will  be 
installed. 

The  idea  has  been  growing  for  ten  years.  Today  it  is 
so  generally  accepted  by  educators  as  scarcely  to  need  elab- 
oration or  defense.  The  basic  principles  seem  to  be  well 
established  and  agreed  upon.  Consequently  discussion  of 
the  proposition  today  centres  around  matters  of  detail, 
questions  of  administration,  and  courses  of  study. 

Three  fairly  well-defined  types  of  the  junior  high  school 
exist  in  Detroit:  first,  that  type  in  which  the  academic 
courses  predominate,  as  exemplified  in  the  Joyce  and  Con- 
don schools ;  second,  the  type  in  which  industrial  work  finds 
its  maximum  application,  as  in  the  Norvell  School;  and, 
third,  that  in  which  industrial  and  commercial  subjects 
are  given  in  parallel  courses.  The  George  School  is  an 
example  of  the  last  type.  The  particular  type  depends, 
of  course,  upon  the  needs  and  demands  of  the  community 
in  which  the  school  is  located.  It  is  not  unreasonable  to 
expect  that  in  the  near  future  schools  will  be  opened  in 
which  all  three  types  of  work — academic,  commercial,  and 
industrial — will  be  carried  on  side  by  side. 

The  five  courses  of  study  prepared  for  the  junior  high 
schools,  it  is  believed,  will  meet  practically  all  the  needs  of 
pupils  entering  the  seventh  grade  or  first  year  of  the  junior 
high  school.  The  academic  courses — English  course,  Latin 
course  and  German  course — are  designed  for  those  pupils 
who  have  a  fair  prospect  of  continuing  their  education 


JUNIOR  HIGH  SCHOOLS 


51 


through  the  senior  high  school.  For  those  who  must  leave 
school  early,  either  from  financial  necessity  or  for  some 
other  reason,  the  commercial  and  industrial  courses  are 
recommended.  , 

Has  the  junior  high  school  proved  a  success  in  Detroit? 
Unmistakably  our  experience  indicates  that  practically  all 
the  advantages  claimed  for  the  system  have  been  realized 
here. 

GEO.  W.  MURDOCH, 

'Principal. 

McMillan  School.  *' 

STATISTICS  FOR  THE  YEAR  1914-1915 

Total  number  enrolled 878 

Average  membership  for  the  year 718 

Average  daily  attendance  for  the  year 693 

Per  cent  of  attendance  on  membership 96 . 5 

Same  item  for  all  schools — entire  city 94 . 7 

Same  item  for  four  year  high  schools 96 .0 

Same  item  for  grammar  grades 95.8 

Same  item  for  primary  grades 94 . 5 

Same  item  for  kindergarten 91.0 

Number  of  pupils  belonging  at  close 793 

Number  of  male  teachers 15 

Number  of  female  teachers .„ 27 

Average  number  of  pupils  to  the  teatfier  based  on 

average  membership 19 . 9 

Same  item  for  all  schools 36 . 3 

Same  item  for  four  year  high  schools 21 .0 

Same  item  for  grammar  schools 36.3 

Same  item  for  primary  schools 45.6 

Same  item  for  kindergartens 27 . 0 

Cost  per  capita  including  all  current  expenses  except 

moneys  invested  in  buildings $73 .  51 

Same  item  for  all  schools $41 .  90 

Same  item  for  four  year  high  schools 97 .  71 

Same  item  for  grammar  schools 44 .  20 

Same  item  for  primary  schools 30 .  84 

Same  item  for  kindergartens 34 .  73 

ENROLLMENT  BY  GRADES 


Boys 

Girls 

Total 

Seventh  Grade 

210 
179 
119 

171 

117 

82 

381 

Eighth  Grade 

296 

Ninth  Grade 

201 

Total 

508 

370 

878 

(For  a  detailed  statement  of  aims,  courses  of  study, 
syllabi,  etc.,  see  "Handbook  of  the  Detroit  Junior  High 
Schools,  published  by  the  Board  of  Education,  1916 — 1917.") 


52  DEPARTMENTS  OF  INSTRUCTION 

ELEMENTARY   SCHOOLS 

In  the  field  of  educational  theory  and  practice,  as  well 
as  in  the  matter  of  material  equipment,  an  effort  has  been 
made  to  keep  the  Detroit  elementary  schools  abreast  of  the 
best  American  school  systems.  A  reasonable  conservatism 
has  prevented  the  acceptance  in  Detroit  of  various  un- 
proved educational  theories  which  at  times  have  been  widely 
exploited.  Nevertheless,  the  educational  forces  of  the  city, 
as  well  as  the  public,  are  open  minded  and  progressive,  and 
are  inclined  to  look  with  favor  upon  any  innovation  which 
has  real  worth.  There  is  probably  no  other  city  in  the 
country  in  which  the  spirit  of  investigation  prevails  so 
generally  among  the  teachers  or  in  which  so  many  educa- 
tional problems  of  an  interesting  nature  are  being  worked 
out. 

The  trend  in  Detroit  is  strongly  toward  the  completion 
of  the  elementary  course  at  the  end  of  the  sixth  grade.  In 
consequence,  the  traditional  subjects  loom  large  in  the  cur- 
riculum. Through  the  work  in  educational  measurement 
carried  on  by  the  Department  of  Educational  Research, 
methods  and  results  in  arithmetic,  spelling,  and  writing 
are  being  gradually  standardized  and  reasonable  objective 
standards  of  attainment  are  being  set. 

During  the  year,  as  the  product  of  the  efforts  of  several 
committees  of  principals  and  teachers,  new  syllabi  in  Eng- 
lish geography,  and  arithmetic  have  been  published.  These 
courses  reflect  the  latest  and  best  in  educational  thought. 

In  primary  reading  the  mode  of  procedure  in  Detroit  is 
somewhat  unusual,  in  that  a  number  of  the  widely  known 
methods  of  teaching  this  subject  are  being  used  experi- 
mentally on  a  large  scale.  Those  whose  interests  lie  in  this 
direction  may  have  an  opportunity  to  visit  primary  classes 
in  which  reading  is  being  taught  by  the  Aldine,  Story  Hour, 
Progressive  Road,  Beacon,  and  Gordon  methods.  Each  of 
these  methods  is  being  followed  in  at  least  ten  schools.  In 
other  schools  the  methods  taught  in  the  Detroit  Normal 
Training  School  prevail. 

The  elementary  curriculum  is  as  broadly  cultural  as  time 
and  circumstances  will  permit.  Nature  study  is  emphasized 
in  the  daily  program  of  the  earliest  grades.  Literature, 
music,  and  art  are  given  a  generous  share  of  the  time. 


ELEMENTARY  SCHOOLS 


53 


Physical  training  is  placed  very  prominently  in  the  elemen- 
tary school  schedule.  In  addition  to  the  formal  physical 
exercises,  provision  is  made  for  story  plays,  games,  folk 
dancing,  and  supervised  playground  sports,  such  as  New- 
comb  and  soccer. 

A  noteworthy  feature  of  the  elementary  school  instruc- 
tion is  the  use  of  the  stereopticon  in  connection  with  the 
study  of  geography,  history,  and  literature.  With  few  ex- 
ceptions, each  school  has  its  stereopticon,  dark  room,  and 
screen.  The  Board  of  Education  owns  a  collection  of  over 
8000  slides,  which  may  be  drawn  freely  by  teachers.  These 
slides  are  arranged  in  sets  and  are  carried  to  and  from  the 
schools  by  pupils,  who  are  provided  with  car  tickets  by  the 
Board. 

In  the  matter  of  organization  the  trend  is  decidedly  in 
the  direction  of  departmental  teaching  in  the  grammar 
grades,  and  the  segregation  of  the  seventh,  eighth,  and 
ninth  grades  as  junior  high  schools.  The  adoption  of  the 
departmental  plan  of  teaching  is  optional  with  principals. 
Over  forty  of  them  have  arranged  their  schedules  on  this 
basis.  Four  junior  high  schools  are  now  organized,  and  all 
signs  point  toward  a  steady  increase  in  the  number  of 
schools  of  this  type.  Whether  ultimately  the  six-six  plan 
or  the  six-three-three  plan  shall  prevail  is  a  matter  for 
future  consideration. 


Room  7,  50  Broadway, 


CHARLES  L.  SPAIN, 

Assistant  Superintendent. 


FIRST  FREE  PUBLIC  SCHOOL,  1838 


54 


DEPARTMENTS  OF  INSTRUCTION 


Enrollment  by  Grades,   Excluding  Transfers,  1914-15 


Boys 


Girls 


Total 


Kindergarten 

First  Grade 

Second  Grade 

Third  Grade 

Fourth  Grade 

Fifth  Grade 

Sixth  Grade 

Seventh  Grade 

Eighth  Grade 

Special  Rooms 

Special  Schools 

Ungraded  Rooms. 

Total  Elementary  Schools 


5,197 
7,141 
4,767 
4,507 
4,345 
3,673 
3,068 
2,257 
1,846 
229 
180 
1,015 


5,124 

6,782 

4,354 

4,407 

4,094 

3,518 

2,868 

2,377 

1,831 

69 

841 

171 


10,321 
13,923 
9,121 
8,914 
8,439 
7,191 
5,936 
4,634 
3,677 
298 
1,021 
1,186 


38,225 


36,436 


74,661 


Per  Cent,  and  Total  Enrollment  in  Each  Grade. 


1st 

2nd 

3rd 

4th 

5th 

6th 

7th 

8th 

1915 

18.6 

12.2 

11.9 

11.3 

9.6 

7.9 

6.2 

4.9 

Time  Schedule— Grades  I— VIII 
Apportionment  of  Time — Total  Minutes  Per  Week 


Grades Bl    Al  B2      A2    B3     A3    4th    5th    6th     7th    8th 


Language  and 

Composition ....  175 
Reading  and 

Phonics 550 

Spelling 

Arithmetic 

Geography 

History 

Physiology  and 

Hygiene 30 

Nature.. 100 

Manual  Work* 60 

Miscellaneous 150 

Opening  Exercises .   40 
Physical  Training..   50 

Writing 75 

Drawing 60 

Music 60 

Recess 150 


175 

550 
50 


30 

100 

60 

100 

40 

50 

75 

60 

60 

150 


175 

450 

125 

90 


30 
100 
60 
35 
40 
50 
75 
60 
60 
150 


175 

450 

125 

90 


30 
100 
60 
35 
40 
50 
75 
60 
60 
150 


175 

375 

125 

250 

60 


30 


50 
40 
50 
75 
60 
60 
150 


175 

350 
125 
250 
100 


30 


35 
40 
50 
75 
60 
60 
150 


225 

225 
150 
250 

175 


40 

60 

40 
50 
75 
60 
60 
150 


250 

225 
150 
250 
250 


50 

60 
65 
40 
50 
75 
60 
60 
125 


270 

200 
150 
300 
250 


50 

90 
20 
40 
50 
75 
60 
60 
125 


300 

150 

150 

300 

300B 

300A 

50 

90 
15 
40 
50 
75 
60 
60 
100 


300 

150 
150 
300 

300 

50 

90 
15 
40 
50 
75 
60 
60 
100 


♦This  period  may  also  be  used  for  games  in  the  First 
and  Second  Grades.  The  Manual  Training  period  in  the 
Fourth  to  Eighth  Grades  is  not  taken  into  account  in  the 
apportionment  of  time. 


ELEMENTARY  SCHOOLS 


55 


PITCHER  SCHOOL,  1871 


WINGERT  SCHOOL,  1906 


58  DEPARTMENTS  OF  INSTRUCTION 


KINDERGARTENS 

Kindergartens  were  introduced  into  the  Detroit  schools 
in  September,  1895.  The  people  of  Detroit  are  fond  of  the 
kindergarten,  giving  it  hearty  and  substantial  support. 
Their  favor  may,  in  all  probability,  be  attributed,  primarily, 
to  the  interest  taken  by  their  children  in  kindergarten  work. 
The  principals  are  very  friendly  to  the  kindergarten,  count- 
ing it  an  indispensable  part  of  their  school  organization. 
All  save  six  of  the  ninety-two  elementary  schools  have 
kindergartens  and  one  is  also  maintained  by  the  Board  of 
Education  in  the  Franklin  Street  Settlement  Building,  mak- 
ing a  total  of  ninety-three.  In  the  spring  and  fall  from 
twenty  to  thirty  of  these  have  two  sets  of  children  in  attend- 
ance, one  cared  for  in  a  morning  and  the  other  in  an  after- 
noon session. 

All  elementary  schools  erected  or  remodeled  since  1899 
are  provided  with  rooms  especially  designed  and  set  apart 
for  the  kindergarten.  Until  two  years  ago,  large  single 
attractive  sunny  rooms  having  lavatories,  cloak  rooms,  and 
supply  closets  were  built.  In  the  newest  schools,  the  kinder- 
garten unit  consists  of  a  comparatively  large  play  room,  a 
class  room  of  moderate  size,  lavatories,  cloak  rooms,  and 
supply  closets. 

More  than  two-thirds  of  the  kindergartens  have  morning 
sessions  only,  and  the  teachers  of  these  take  first  and  second 
grade  classes  one  hour  afternoons,  four  days  a  week,  the 
work  consisting  in  the  main  of  games,  stories,  and  handi- 
work. The  fifth  afternoon  is  devoted  to  visiting  in  the 
homes  of  the  children. 

Enlarged  materials  have  displaced  the  small  traditional 
ones.  The  Hill  kindergarten  floor  blocks,  with  which  houses, 
trolley  cars,  etc.,  large  enough  for  two  or  three  children  to 
move  around  in,  may  be  built,  have  been  supplied  to  a  dozen 
or  more  kindergartens.  In  play  and  in  the  dramatization  of 
stories  these  buildings  serve  advantageously  as  stage  prop- 
erties, lending  a  pleasing  touch  of  realism. 

The  various  kinds  of  hand  work  have  long  been  for  the 
kindergarten  the  preferred  forms  of  expression;  and, 
although  the  child  of  the  kindergaten  is  in  a  period  of 
idiomatic  speech  development,  he  is  given  little  opportunity 
to  express  himself  by  means  of  language.  We  encourage 
our  children  to  express  thoughts  and  experiences  which 
are  interesting  to  them.     If  some  child  thinks  of  a  new 


KINDERGARTEN  59 


game,  instead  of  permitting  him  to  move  the  children  about, 
as  he  is  likely  to  do  if  left  to  pursue  his  own  method,  the 
teacher  urges  him  to  speak  his  directions.  He  finds  his  game 
succeeds  only  when  his  commands  are  understandable. 
Such  an  exercise  furnishes  an  efficient  motive  for  clear 
expression. 

Last  spring's  play  festival  took  the  form  of  a  Mother 
Goose  pageant.  It  was  held  at  Navin  Field.  Four  thousand 
kindergarten  children,  gay  in  tissue  paper  costumes  and 
representing  Mother  Goose  characters,  marched  past  the 
reviewing  stand,  upon  which  were  grouped  Mother  Goose 
and  her  attendant  characters.  The  march  over,  Mother 
Goose  and  her  flock  left  the  stand  and  joined  all  the  other 
children  in  dancing  the  Mother  Goose  dances  and  in  singing 
the  Mother  Goose  songs.  Sixteen  thousand  spectators  were 
in  attendance. 

REGINA  HELLER, 
Supervisor  of  Kindergarten  and  First  and  Secon  d  Grades. 


Room  15,  50  Broadway. 


TABLE  I. 


Enrollment  of  names  in  the  Kindergarten  by  years. 

Percent  of 
Number        Increase  over  Increase  over 

Enrolled       Preceding  year  Preceding  year 

June,  1911 7679 

June,  1912 7897  200  2.6 

June,  1913 8735  838  10.6 

June,  1914 9680  945  10.8 

June,  1915 10321  641  6.6 

TABLE  II. 
General  Statistics  for  the  Kindergarten  for  1915. 

The  year        The  Period 
ending  June,  from  Sept.  to 
1915        November  26, 
1915 

1.  Number  of  different  names  enrolled 10321  8083 

2.  Average  membership  for  the  year 5146  6440 

3.  Average  daily  attendance  for  the  year 4653  5951 

4.  Percent  of  attendance  on  membership 91.0  92.3 

5.  Number  of  pupils  in  membership  at  close  of  year  5172 

6.  Number  of  teachers  exclusive  of  Supervisor  and 

Training  School 190  207 

7.  Average  number  of  pupils  to  the  teacher  based 

on  enrollment 54.3  39.0 

8.  Average  number  of  pupils  to  the  teacher  based 

on  average  membership 27.0  31.0 

9.  Average  number  of  pupils  to  the  teacher  based 

on   average   attendance 24.5  29.0 


DEPARTMENTS  OF  INSTRUCTION 


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,  ,     ■        11 


111 


1 


MODELS  BUILT  WITH  THE  ENLARGED  GIFTS 


KINDERGARTEN 


61 


DRAMATIZATION 

Hill    Floor    Blocks 


62  DEPARTMENTS  OF  INSTRUCTION 

EVENING     SCHOOLS 

Fascinating  by  reason  of  its  rapid  growth  and  its  tre- 
mendous social  possibilities,  continuation  work  in  the  even- 
ing schools  presents  some  of  the  most  interesting  and  virile 
features  of  our  complex  system.  Detroit's  industrial  growth 
has  brought  with  it  big  social  and  political  problems.  No 
city  in  the  country  has  developed  as  rapidly,  and  this  in- 
crease is  largely  due  to  immigration.  To  care  properly  for 
and  develop  these  newcomers  along  American  lines  is  a 
large  civic  problem. 

The  work  naturally  divides  itself  into  two  sections: 

1.  The  elementary  schools,  teaching  English  and  citizen- 
ship to  foreigners,  are  primarily  social  and  not  a  strictly 
educational  problem. 

2.  The  evening  high  schools,  five  in  number,  prepare  for 
commercial  and  industrial  lines,  as  well  as  offering  an  oppor- 
tunity for  further  academic  work. 

The  most  startling  feature  of  the  evening  schools  of 
Detroit  is  their  growth.  In  1914  there  was  a  September 
opening  enrollment  of  4,855.  This  showed  an  increase  of 
twenty  per  cent  over  1913.  In  1915  at  the  same  date,  9,906 
were  taking  work  in  elementary  and  high  schools,  an  in- 
crease of  more  than  one  hundred  per  cent. 

This  increase  was  due  to  the  efforts  of  the  Board  of 
Education  in  connecting  the  evening  school  work  with  the 
Federal  Government  and  the  local  employers  of  labor, 
through  the  Detroit  Board  of  Commerce.  The  employers 
made  it  possible  to  secure  a  reasonably  good  general  at- 
tendance by  keeping  records  of  the  men  in  their  employ 
and  making  working  conditions  such  that  the  men  could 
attend  the  evening  classes  regularly. 

The  Federal  Government,  through  the  Bureau  of  Nat- 
uralization, offered  its  co-operation  by  taking  the  Detroit 
course  in  citizenship  as  equivalent  to  a  recommendation  for 
second  naturalization  papers.  This  course  covers  a  half- 
hour  period  of  one  hundred  nights  and  the  successful  stu- 
dent is  then  granted  a  "Citizenship  Course  Certificate." 
This  recommendation  is  taken  to  a  court  and  the  necessary 
legal  formalities  are  gone  through  with. 

The  connecting  link  between  the  elementary  and  evening 
high  school  is  formed  by  seventh  and  eighth  grade  classes, 
housed  in  the  high  schools  and  recruited  by  graduates  of 
the  evening  elementary  schools.    These  are  regularly  grad- 


EVENING  SCHOOLS 


uated  each  year  and  many  continue  their  education  by  at- 
tending the  high  school  evening  sessions. 

The  work  in  the  evening  high  schools  is  largely  technical, 
commercial,  and  mechanical.  Courses  have  been  so  stand- 
ardized that  a  student  can  take  the  equivalent  of  a  day 
school  course  in  eight  years.  The  completion  of  this  work 
with  a  satisfactory  grade  entitles  the  student  to  enter  any 
university  of  which  the  Detroit  schools  are  on  the  accredited 
list.  About  two  per  cent  graduate  from  the  evening  schools 
with  the  intention  of  continuing  their  education.  The  ten- 
dency has  been  to  centralize  all  of  the  academic  work  at 
one  of  the  big  schools  and  develop  the  work  in  the  other 
buildings  along  technical  and  commercial  lines. 

Most  of  the  evening  high  school  students  are  taking 
courses  that  will  result  in  immediately  increasing  their 
economic  capacity. 

FRANK  CODY, 

Assistant  Superintendent. 

Room  7,  50   Broadway. 


EVENING  HIGH  SCHOOLS 


Cass  Technical  High 
Central  High 


Eastern  High 
Northwestern  High 
Western  High 

EVENING  ELEMENTARY  SCHOOLS 


Bishop 

Campbell 

C apron 

Chaney 

Dwyer 

Everett 


Ferry 

Franklin* 

George 

Greusel 

Logan 

McMillan 


Majeske 

Newberry 

Scripps 

Sill 

Trowbridge 


ENROLLMENT  IN  EVENING  SCHOOLS 


1914  1915 

Bishop 418  380 

Campbell 169  550 

Capron    109 

Chaney 150 

Dwyer 393 

Everett 224  455 

Ferry 160 

Franklin  Street  Set- 
tlement    100 

George    350 

Greusel 410  1,196 

100 
575 


Logan   

McMillan    286 


1914  1915 

Majeske    679 

Newberry    362  676 

Scripps 90  284 

Sill 220 

Trowbridge    210  661 

Total  Elementary.2,169  7,028 

Cass  Technical  High    804  1,374 

Central    High 906  1,098 

Eastern  High 586  753 

Northwestern 164 

Western    390  422 

Total  High 2,686  3,784 

Total  Attendance.4,855  10,812 


♦Franklin  Street  Settlement,  Franklin  and  Dequindre  Streets. 


64  DEPARTMENTS  OF  INSTRUCTION 


MEN'S      CONTINUATION      CLASSES 

Continuation  classes  at  Cass  Technical  High  School  were 
organized  in  August,  1913.  The  object  has  not  been  to 
accommodate  large  numbers  of  students,  but  to  study  the 
problems  and  to  organize  courses  of  study  that  could  be 
adjusted  to  meet  the  most  exacting  demands  of  the  indust- 
ries. Classes  for  machinists,  electrical  workers,  sheet 
metal  workers,  pattern  makers,  printers,  pharmacists,  office 
workers,  and  for  those  seeking  an  engineer's  license  are 
now  being  conducted.  A  special  class  for  nurses  will  be 
formed  in  the  near  future. 

At  the  present  time  there  are  attending  the  various 
classes  a  total  of  350  students  representing  forty-five  dif- 
ferent firms.  Thirty-seven  students  representing  thirteen 
different  firms  were  graduated  in  May,  1915.  Attendance 
on  these  classes  is  entirely  voluntary,  but  most  of  the 
students  are  receiving  full  pay  for  the  one-half  day  a  week 
spent  in  school.  All  students  sign  a  joint  contract  between 
the  school  and  their  employers,  agreeing  to  remain  with  the 
company  and  to  continue  school  work  for  a  period  of  not 
less  than  two  years.  Students  are  graduated  as  individuals. 
Their  certificates  of  graduation  state  definitely  the  work 
each  is  qualified  to  do. 

From  the  beginning,  the  unique  feature  of  the  continua- 
tion work  has  been  the  desire  of  experienced  workmen  to 
attend  school.  One  of  the  first  large  groups  entering  from 
a  single  factory  consisted  of  fifteen  men,  most  of  whom 
were  heads  of  departments  or  division  foremen.  Some  of 
these  men  had  had  as  much  as  fifteen  years'  experience  as 
tradesmen.  Among  the  reasons  given  by  the  men  for  want- 
ing to  come  to  school  were  that  they  were  in  need  of  mathe- 
matics and  mechanical  drawing,  and  were  required  to  make 
many  machine  adjustments  which  presumed  a  technical 
knowledge  of  their  machines  beyond  that  which  they  had 
been  able  to  obtain  in  the  shop. 

This  experience  has  been  repeated  many  times  in  the 
formation  of  new  groups ;  and,  at  the  present  writing,  fully 
seventy-five  per  cent  of  the  students  are  men  of  mature 
experience.  One  of  the  recent  additions  was  a  group  of 
fifteen  men  representing  the  managing  foremen  of  a  factory 
employing  almost  a  thousand  men.  These  men  were  selected 


CONTINUATION  CLASSES— MEN 


65 


after  consultation  with  the  school  authorities,  and  after 
fully  studying  the  work  of  groups  already  in  the  school. 

As  a  result  of  having  these  experienced  men  as  students, 
several  courses  of  study  are  now  well  outlined.  These  have 
met  trade  requirements  very  successfully. 

A  direct  result  to  the  school  from  the  continuation 
classes  has  been  the  establishment  of  more  cordial  relations 
with  the  foremen  and  experienced  workmen  in  the  various 
industries.  Gradually  prejudice  against  school  training  is 
giving  away  to  the  feeling  that  school  is  necessary.  Fore- 
men who  have  been  to  school  are  anxious  to  have  their 
apprentices  attend  and  in  selecting  apprentices  give  prefer- 
ence to  the  individuals  who  have  had  special  school  work. 


E.  G.  ALLEN, 


Cass  Technical  High  School. 


Director. 


CLASS  IN  PHARMACY 


DEPARTMENTS  OF  INSTRUCTION 


GIRLS'     CONTINUATION     CLASSES 
Part  Time  Enrollment. 

There  are  in  Detroit  some  1200  girls  of  school  age  who 
have  been  excused  from  school  attendance  either  to  go  to 
work  or  to  help  at  home.  About  200  of  them, — principally 
those  employed  in  stores  and  factories — are  allowed  to 
attend  classes  at  the  Cass  Technical  High  School  for  four 
hours  a  week.  There  is  no  law  requiring  such  attendance. 
Employers  who  are  philanthropic  or  far-sighted  enough  to 
prefer  intelligent  employes,  simply  permit  them  to  go  to 
school  one  morning  in  the  week  without  loss  of  wages. 
These  girls  are  of  course  very  poor  and  very  ignorant. 
Though  the  new  law  requires  that  they  shall  have  completed 
the  sixth  grade,  there  are  still  many  of  them  who  could  not 
keep  up  with  the  fifth  grade  class  in  a  public  school.  Most 
of  them  have  no  definite  ideas  about  preparing  for  any  kind 
of  work.  They  are  what  is  technically  known  as  "floaters," 
drifting  from  job  to  job  for  the  sake  of  an  extra  fifty  cents 
a  week,  a  few  of  them  even  giving  such  reasons  for  leaving 
a  place  as  "because  they  wouldn't  let  me  set  on  the  same 
bench  with  Esther;"  "because  they  couldn't  speak  English 
good  enough  for  me  at  that  restaurant;  they  was  Greeks, 
and  whenever  they  tried  to  tell  me  where  the  clean  towels 
was  or  anything,  it  put  me  all  out  of  patience  listening  to 
'em  and  I  quit;"  "because  I  just  got  sick  of  looking  at  that 
floorwalker's  gold  teeth;"  "because  that  fellow  jawed  me 
for  being  late.  I  can't  take  nothing  off  nobody.  No  one  in 
our  family  can't  take  nothing  off  nobody.  My  pa  says  it's 
because  we're  full-blooded  English." 

Because  of  this  "floating,"  the  seasonal  character  of 
some  kinds  of  work,  and  the  fact  that  there  are  no  set  times 
when  the  majority  of  pupils  enter  the  school,  the  personnel 
of  the  classes  changes  with  every  recitation.  This  con- 
tinual shifting,  the  irregular  grading,  the  interval  between 
recitations,  the  absence  of  any  legal  compulsion,  and  the 
type  of  pupils,  make  the  teaching  problem  a  very  difficult 
one.  The  subjects  taught  are  English,  arithmetic,  sales- 
manship, cooking,  physical  training,  and  hygiene.  Besides 
successful  experience  in  grade  or  normal  teaching,  the 
teachers  have  had  either  special  training  or  experience  in 
selling.  In  connection  with  the  preparation  of  a  course  in 
salesmanship,  three  teachers  worked  in  the  afternoon  for 


CONTINUATION   CLASSES— GIRLS  67 

ten  weeks  as  saleswomen  in  a  large  department  store,  at- 
tending the  store  meetings  and  conferring  with  depart- 
ment heads.  The  attitude  of  the  co-operating  firms  has 
always  been  most  cordial.  The  great  need  of  the  work  is 
a  law  requiring  the  attendance  at  continuation  schools  of 
all  employed  children  of  school  age,  which  would  extend  the 
advantages  of  the  school  to  the  unfortunate  children  who 
work  for  such  employers  as  the  rich  and  successful  mer- 
chant who  has  enriched  our  records  with  the  comment, 
"Do  you  call  it  a  free  country  where  you  try  to  force  an 
education  on  kids  that  don't  want  to  be  educated?  I  tell 
you,  education  is  going  to  be  the  ruin  of  America." 


ELIZABETH  CLEVELAND. 

Director. 


Room  11,  50  Broadway. 


Miss  Cleveland, 

Cass  Technical  Continuation  School, 
City. 

Dear  Madam: 

We  wish  to  report  the  excellent  work  being  accomplished 
by  the  Cass  Technical  Continuation  School.  We  find  the 
girls  have  shown  a  wonderful  improvement  in  deportment, 
perform  their  duties  more  seriously,  take  a  greater  pride  in 
their  personal  appearance,  and  have  an  ambition  to  better 
their  condition.  We  believe  your  work  is  not  only  a  benefit 
to  them,  but  to  us  as  well. 

Yours  very  truly, 

THE  J.  L.  HUDSON  COMPANY. 


These  girls  left  school  at  fourteen  to  work  as  cash  girls  in  Department  Stores. 

While  attending  Continuation  School,  they  wrote  stories  of  their  own 

lives  after  the  model  of  Mary  Antin's  "Promised  Land." 


Papa  broke  his  leg,  and  while 
he  was  in  the  hospital  my  little 
brother  was  born.  It  was  very 
hard  for  us  then.  Iwasnotquite 
thirteen,  and  I  had  to  do  all  the 
work,  pack  my  brother's  lunch, 
dress  my  two  sisters  for  school, 
and  tend  to  Mamma.  Frank  was 
the  only  one  at  work,  and  he 
only  earned $3.60  a  week.  Mamma 
cried  and  worried  all  day  at  home 
and  Papa  did  the  same  thing  at 
the  hospital.  After  he  came 
home  I  got  sick.  The  doctor  said 
1  overlifted  myself.  ...  My 
greatest  pleasure  is  going  to 
Continuation  School. 


I  liked  English,  and  was  always 
at  the  head  of  my  class  when  it 
came  to  telling  stories  or  writ- 
ing compositions.  I  had  made 
up  my  mind  to  go  through  high 
school,  for  I  had  hoped  some  day 
to  be  able  to  write  books.  Now, 
on  account  of  my  father's  sick 
ness.  1  have  had  to  give  up  all 
my  hopes  and  look  for  work. 


My  father  wanted  us  to  come  to 
America.  In  every  letter  he  said 
that  America  is  avery  nice  place 
for  children,  because  education 
is  free.  My  mother's  father  did 
not  like  it.  He  had  a  big  farm 
and  he  was  very  rich.  But  my 
mother  would  go  because  the 
children  could  get  education. 
The  way  to  America  is  very  far 
and  hard,  but  it  didn't  seem  hard 
tome.  But  1  could  only  go  to 
school  for  a  year  after  we  got 
here. 


I  anxiously  await  the  day  on 
which  I  attend  Continuation 
School.  I  take  full  advantage  of 
all  its  pleasures  from  the  mo- 
ment I  arrive  till  the  hands  of 
the  clock  turn  too  quickly  to 
twelve.  I  enjoy  the  gymnasium 
and  games  immensely,  because 
they  make  my  whole  body  feel 
fresh  and  new,  and  I  am  ready 
for  good  selling  at  the  stoie- 
I  enjoy  the  salesmanship  class. 
It  enables  me  to  do  better  selling 
and  give  good  suggestions. 
(This  girl  rose  in  two  years 

from  cash  girl  to  head  of  her 

department.) 


When  they  laid  off  all 
Christmas  help.  1  was  amc 
them,  but  after  Christmas  I  w< 
back  and  found  my  card  on  1 
rack,  and  I  just  thought.  'Nc 
if  thev  haven't  taken  out  ... 
card  I'll  just  stay."  So  I  rang  my 
time  in  and  started  to  work  in 
the  office  at  tips.  Nobody  seemed 
to  notice  me  and  I  just  kept  on 
I  am  working  for  that  linn  ■ 


I 


1  hoped  that  I  could  go  to  nigl 
school,  but  my  father  did  n ; it 
have  the  means  to  send  me.  »J 
chums  all  go  to  high  school. 
which  makes  me  feel  worse.  i 
hope  that  my  brothers  and  li- 
ters will  have  the  chance  thougn 
I  have  not.  I  have  eight  broth- 
ers and  sisters  younger  than  my- 
self and  I  am  fifteen  years  oMt 
so  I  had  to  go  to  work  and  J> 
support  them,  but  my  hell 
think,  is  not  much. 


d  help 
ielp,  1 


CONTINUATION  CLASSES— GIRLS 


69 


CLASS  IN  SALESMANSHIP 


1 

CLASS  IN  DRESSMAKING 


70  DEPARTMENTS  OF  INSTRUCTION 


VACATION     SCHOOLS 

Summer  sessions  of  both  elementary  and  high  schools, 
organized  in  1912,  have  followed  the  same  general  lines  of 
development  that  have  characterized  this  work  in  other 
cities  with  problems  similar  to  those  of  Detroit.  The  ele- 
mentary schools  started  with  an  enrollment  of  400  and  last 
summer  cared  for  1523,  an  increase  of  almost  four  hundred 
per  cent  during  their  four  years  of  existence.  The  high 
school  started  with  228  and  increased  to  687,  an  increase  of 
three  hundred  per  cent  in  this  period. 

The  general  policy  has  been  to  care  only  for  delinquents 
at  the  summer  sessions,  to  enable  them  to  keep  up  with 
their  grades  during  the  regular  session.  Two  elementary 
schools  have  been  established,  one  on  the  east  and  one  on 
the  west  side  of  the  city;  and  here  the  sixth,  seventh,  and 
eighth  grades  are  cared  for.  Cass  Technical  High  has  been 
the  only  high  school  opened  up  to  the  present  time,  but 
future  plans  include  the  centralizing  of  vocational  and  in- 
dustrial courses  in  this  school  and  the  opening  of  a  purely 
academic  school  in  another  portion  of  the  city. 

These  sessions  are  yearly  becoming  more  popular  with 
both  parents  and  children.  The  necessity  of  expansion, 
especially  in  the  elementary  grades,  can  readily  be 
seen.  This  increased  demand  will  probably  be  met  by  the 
addition  of  a  west  and  east  side  school  and  a  second  high 
school. 

Industrial  work  in  the  elementary  schools  is  also  sure 
to  expand.  Limited  appropriations  have  made  this  impos- 
sible in  the  past,  but  the  increasing  demand  for  manual 
training  and  cooking  cannot  be  ignored  much  longer. 

Credit  is  no  longer  given  to  students  by  the  heads  of  the 
vacation  schools.  Those  who  have  taken  courses  are  recom- 
mended to  their  respective  schools,  but  it  is  not  necessary 
that  this  recommendation  be  acted  upon.  Each  school  can 
re-examine  a  student  upon  the  subjects  covered.  This  places 
the  vacation  schools  in  a  position  subordinate  to  the  regular 
schools. 

A  recommendation  from  the  principal  of  a  regular  school 
is  necessary  to  admit  a  student  to  the  summer  courses. 
In  general  these  recommendations  are  issued  only  to  delin- 


VACATION  SCHOOLS 


71 


quents.  If  there  is  room,  students  desiring  to  gain  time 
are  given  the  opportunity  of  so  doing. 

The  sesion  extends  over  eight  school  weeks,  with  after- 
noon instruction  eliminated  in  the  high  school. 

The  cost  of  instruction  in  the  elementary  schools  aver- 
ages a  little  more  than  $2.50  per  pupil,  but  this  is  greatly 
increased  in  the  high  school.  There  the  student  cost  is 
slightly  more  than  $18.00.  The  administrative  expenses 
in  the  high  school  are  much  greater  and  the  classes  are 
smaller  in  proportion.  The  average  class  is  about  19.  The 
smallness  of  sections  is  necessary  to  permit  successful  inten- 
sive instruction  and  personal  supervision. 

The  average  class  in  the  elementary  schools  is  about  50, 
which  corresponds  with  the  size  of  the  regular  classes  for 
these  grades. 


Room  7,  50  Broadway. 


FRANK  CODY, 

Assistant  Superintendent. 


SUMMER  SESSIONS— ELEMENTARY  SCHOOLS 


Years 

Terms 

Year 

Cost 

Number 
of  Pupils 

Per  Cap. 
Cost 

Men 
Teachers 

Women 
Teachers 

1912 

8  weeks 

1 

$1139.00 

400 

$2.84 

9 

50 

1913 

8  weeks 

2 

2189.50 

662 

3.30 

17 

44 

1914 

8  weeks 

2 

2440.00 

1060 

2.30 

19 

62 

1915 

8  weeks 

4 

4847.00 

1523 

3.18 

38 

45 

SUMMER  SESSIONS— HIGH  SCHOOLS 

1912 

8  weeks 

1 

$4453.34 

228 

$19.53 

15 

16 

1913 

8  weeks 

1 

5708.66 

281 

20.31 

20 

15 

1914 

8  weeks 

1 

6978.00 

382 

18.26 

17 

24 

1915 

8  weeks 

1 

11,622.70 

687 

16.91 

35 

20 

72  DEPARTMENTS  OF  INSTRUCTION 


OPEN      AIR      SCHOOLS 

The  open  air  classes  at  the  Russell  and  Marr  Schools 
care  for  anaemic  children  and  incipient  cases  of  tubercu- 
losis. Open  cases  of  tuberculosis  are  cared  for  at  the  Her- 
man Kiefer  Hospital  School.  The  last  school  is  maintained 
by  the  Board  of  Health,  but  the  Board  of  Education  pro- 
vides the  teacher  and  the  school  supplies. 

Assignments  to  all  departments  of  the  open  air  schools 
are  made  through  the  Board  of  Health.  Candidates  for 
enrollment  are  subjected  to  a  rigid  medical  examination. 
Names  of  eligible  pupils  are  sent  to  the  Board  of  Education 
by  the  Health  Department,  and  then  placed  on  the  waiting 
list  until  they  can  be  assigned  to  an  open  air  class. 

The  first  open  air  school  was  organized  in  September, 
1912,  by  the  Detroit  Tuberculosis  Society.  The  school  was 
named  the  Nellie  Leland  Open  Air  School  in  honor  of  the 
daughter  of  Mr.  Frank  B.  Leland  (the  donor) .  The  Board 
of  Education  provided  the  teacher  and  school  supplies,  the 
Society  the  equipment  and  lunch  expenses,  and  the  Board 
of  Health  the  nurse  and  physician  for  the  medical  care. 

In  September,  1914,  the  Board  of  Education  took  entire 
charge  of  the  maintenance  of  open  air  schools,  except  the 
medical  care,  which  is  still  furnished  by  the  Board  of 
Health.  The  Nellie  Leland  building  was  abandoned  in  June, 
1915,  on  account  of  the  great  number  of  repairs  necessary, 
and  the  equipment  moved  to  the  Marr  School.  The  classes 
were  reorganized  in  September,  1915,  and  now  accommodate 
sixty  children,  with  two  teachers  in  charge. 

The  Russell  Open  Air  School  was  opened  in  October, 
1914,  and  cares  for  sixty  children. 

Each  school  is  situated  on  the  roof  of  the  grammar  school 
of  the  same  name.  The  floor  plans  and  equipment  are  prac- 
tically the  same.  Two  school  rooms,  two  cot  or  rest  rooms, 
two  lavatories,  a  kitchen,  dining  room,  clinic  room,  play 
room,  and  elevator  are  contained  in  each.  The  school  rooms 
are  equipped  with  Moulthrop  movable  and  adjustable  chairs. 
The  extra  clothing  consists  of  an  Arctic  Sitting  Out  Bag 
with  cape  attached  and  warm  gloves.  ■  The  children  wear 
their  own  caps. 

Individual  cots  and  woolen  blankets  make  up  the  rest 
room  equipment. 

White  enameled  ware  and  aluminum  are  used  for  dining 
and  kitchen  equipment.    The  older  children  help  in  serving 


OPEN  AIR  SCHOOLS 


73 


the  meals.    The  Board  of  Health  have  had  prepared  thirty 
menus  for  use  in  open  air  schools. 

The  regular  courses  of  study  are  pursued  in  all  open  air 
classes.  Transportation  is  provided  by  the  Board  of  Edu- 
cation. 

Daily  Program. 

-Temperature  and  pulse  taken. 

-Academic  work. 

-Baths  and  classes  on  alternate  days. 

-Lunch. 

-Academic  work  broken  by  folk  dancing  or 

out-door  play. 
-Dinner. 

-Toothbrush  drill  and  recreation. 
-Rest  hour. 
-Academic  work. 
-Temperature  and  pulse  taken. 
-Lunch. 
-Dismissal. 

The  Medical  Inspector  visits  the  school  one  morning  each 
week  and  inspects  the  children. 


9:00  A. 

M. 

9:15  A. 

M. 

9:35  A. 

M. 

10:05  A. 

M. 

10:20  A. 

M. 

12:30  P. 

M, 

1:00  P. 

M, 

1:30  P. 

M, 

2:30  P. 

M, 

3:15  P. 

M, 

3:30  P. 

M, 

3:45  P. 

M. 

Room  7,  50  Broadway, 


FRANK  CODY. 

Assistant  Superintendent. 


HERMAN  KIEFER  HOSPITAL  SCHOOL 


74  DEPARTMENTS  OF  INSTRUCTION 


11 

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STUDY  PERIOD 


REST  PERIOD 
OPEN   AIR    SCHOOLS 


PREVOCATIONAL 


75 


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PREVOCATIONAL  CLASSES 


76  DEPARTMENTS  OF  INSTRUCTION 


Lincoln 

Potter 

McKinley 

Rose 

Majeske 

Russell 

Marr 

Scripps 

Maybury 

Sill 

Morley 

Smith 

Mumford 

Washington  (2) 

Nichols 

Wilkin  s 

Parke 

SPECIAL     CLASSES     FOR     SUBNORMAL 
CHILDREN 

Classes  are  situated  at  the  following  schools: 

Alger 

Amos 

Bellevue 

Brownson 

Cary 

Clippert 

Everett 

Franklin 

Ives 

Prevocational  classes  for  boys  are  located  at  the  Cary, 
the  Newberry,  and  the  Russell  schools;  prevocational  class 
for  girls,  at  the  Lincoln. 

The  first  special  class  was  organized  at  the  Russell 
School  in  February,  1903,  with  fifteen  pupils  enrolled. 
The  children  were  thought  merely  backward  and  it  was 
expected  that,  with  the  individual  help  thus  afforded,  they 
would  be  rapidly  transferred  back  to  their  regular  classes. 
We  now  know  that  the  large  majority  were  feeble-minded 
and  forever  unable  to  cope  with  normal  children.  The  special 
classes  consist  mostly  of  feeble-minded  children.  Addi- 
tional classes  have  been  organized  from  time  to  time  until, 
in  January,  1916,  there  are  27  special  classes  and  four  pre- 
vocational classes,  enrolling  676  children  and  employing 
thirty-four  teachers. 

Teachers  are  selected  from  the  regular  corps,  after 
Tiaving  had  special  training  for  teaching  subnormals. 

Special  classes  enroll  to  a  maximum  of  twenty  chil- 
dren between  the  ages  of  six  and  fourteen.  The  children 
are  assigned  to  the  class  through  the  psychological  clinic. 
They  must  show  a  mental  retardation  of  two  years,  below 
the  age  of  nine,  or  three  years  above  the  age  of  nine,  and 
must  also  be  pedagogically  retarded.  They  are  classified 
as  feebleminded  or  doubtful  cases  of  feeblemindedness, 
needing  observation  and  study. 

Prevocation  classes  enroll  children  over  fourteen  years 
of  age  who  are  thought  definitely  to  be  feebleminded.  The 
sexes  are  segregated.  The  Russell,  Cary,  and  Newberry 
classes  are  for  boys;  the  Lincoln,  for  girls.  The  children 
come  largely  from  special  classes  or  through  the  psycho- 
logical clinic. 


CLASSES  FOR  SUBNORMAL  CHILDREN 


77 


Regular  courses  of  study  are  not  followed  in  any  of 
these  classes.  Handwork  of  various  kinds,  such  as  bas- 
ketry, sewing,  loom-weaving,  bead  work,  or  leather  work 
has  a  prominent  place  on  the  program.  In  the  prevoca- 
tional  classes,  one-third  of  the  time  is  given  to  academic 
work;  one-third  to  manual  work;  and  one  third  to  study, 
physical  training,  athletics,  folk  dancing,  singing,  etc. 
Manual  work  in  the  prevocational  classes  consists  of  rug* 
weaving,  cocoa  mat  making,  shoe  cobbling,  chair  caning, 
and  wood  work  for  the  boys;  and  dress  making,  millinery, 
art  needlework,  basketry,  and  cooking  for  the  girls.  The 
girls  prepare  their  own  luncheon  daily. 

Courses  of  study  for  special  and  prevocational  classes 
are  now  being  prepared  by  the  department. 

All  day  sessions,  from  8:45  A.  M.  to  2:30  P.  M.  are 
held.  One-half  hour  is  allowed  for  luncheon.  Teachers 
are  in  charge  throughout  the  entire  session. 

Transportation  is  furnished  indigent  pupils,  if  they 
live  more  than  ten  blocks  from  the  school. 


Room  7,  50  Broadway. 


FRANK  CODY. 

Assistant  Superintendent. 


Wt      [■  mm 

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SPECIAL  CLASS 


DEPARTMENTS  OF  INSTRUCTION 


SPECIAL    PREPARATORY     CLASSES 
FOR     GIRLS 

The  opening  of  the  special  classes  for  girls  in  connection 
with  the  work  of  the  Girls'  Continuation  School  brought  out 
a  number  of  inquiries  from  principals  and  teachers  as  to 
what  form  of  special  work  would  be  appropriate  for  girls 
who,  for  reasons  other  than  mental  deficiency,  had  fallen 
behind  grade,  and  were  likely  to  leave  school  because  they 
felt  out  of  place  among  the  younger  children.  In  response 
to  this  suggestion  two  special  classes  were  opened  at  the 
Burton  School  in  January,  1914.  Girls  over  fourteen  and 
above  the  fifth  grade  were  admitted,  and  the  number  in  one 
class  was  limited  to  25.  There  are  now  six  such  classes, 
four  at  the  Burton  and  two  at  the  Thirkell  School. 

The  aim  of  the  work  is  to  bring  the  pupils  up  to  grade, 
or  at  least  to  hold  them  in  school  for  a  longer  time,  by 
placing  them  in  classes  together,  by  adapting  the  teaching 
to  their  age,  and  by  concentrating  on  fundamentals,  particu- 
larly English.  In  planning  the  English  work,  an  effort  has 
been  made  to  emphasize  power  gained  rather  than  ground 
covered.  The  teachers,  who  are  selected  from  experienced 
first  assistants  in  the  grade  schools,  are  not  required  to 
cover  any  set  courses.  They  work  for  the  following  specific 
points : 

(a)  The  power  of  oral  expression. 

(b)  The  power  to  write  compositions  which  shall  be 
legible,  correct  in  form,  and  reasonably  well  expressed. 

(c)  The  power  to  read,  including : 

(1)  The  power  to  appreciate  and  interpret. 

(2)  The  power  to  memorize. 

(3)  The  power  of  independent  study. 

In  working  for  these  points,  the  teachers  may  use  text 
books  in  history,  geography,  literature,  or  hygiene  to  teach 
pupils  to  get  the  thought  from  a  text,  to  work  on  indi- 
vidual assignments  and  report,  to  reproduce,  discuss,  and 
criticise. 

Instruction  is  also  given  in  arithmetic,  physical  training, 
and  cooking.  The  cooking  lesson  is  given  at  the  noon  hour, 
and  includes  the  preparation  by  one  class  of  lunch  for  the 
whole  group.     The  class  is  divided  into  committees,  each 


SPECIAL  PREPARATORY  CLASSES  FOR  GIRLS 


79 


having  charge  of  a  particular  piece  of  work,  and  each  super- 
vised by  its  own  chairman.  The  work  is  so  planned  that  by 
the  close  of  the  semester  each  girl  has  had  an  opportunity 
to  act  as  chairman,  and  to  serve  on  each  committee. 

Most  of  the  girls  are  induced  to  enter  high  school,  their 
special  training  having  saved  them  sometimes  as  much  as 
three  terms.  Of  the  last  class  of  24,  19  entered  high 
schools,  and  at  the  end  of  the  first  semester,  13  were  re- 
ported as  satisfactory  in  every  subject,  and  four  more  in  all 
but  one.  One  was  generally  unsatisfactory,  and  one  left 
on  account  of  illness.  Of  course  the  small  number  in  classes 
and  the  excellence  of  the  teachers  are  important  factors, 
but  the  stressing  of  the  developing  of  power  rather  than  the 
covering  of  subject  matter,  the  teaching  of  every  subject  as 
English,  in  a  way  to  give  constant  practice  in  expression, 
and  the  careful  attention  to  each  pupil,  which  includes  a 
knowledge  of  her  physical  condition,  her  home  life,  and  her 
plans  for  the  future,  are  the  main  reasons  for  the  success 
of  this  work. 

ELIZABETH  CLEVELAND. 

Room  11,  50  Broadway.  Director. 


A  HIGH  SCHOOL  CARTOON 


80  DEPARTMENTS  OF  INSTRUCTION 


SCHOOL  FOR  CRIPPLED 
CHILDREN 

In  January,  1910,  the  Board  of  Education  organized  the 
School  for  Crippled  Children.  Free  transportation  is  now 
provided  by  the  use  of  the  city  police  patrols,  which  gather 
the  children  each  morning  and  return  them  to  their  homes  in 
the  afternoon.  The  opening  enrollment  was  sixteen  children, 
and  a  room  was  set  aside  for  their  use  in  the  Harris  School. 
A  teacher  was  placed  in  charge  to  give  individual  instruc- 
tion to  pupils  ranging  in  age  from  six  to  fourteen  years.  In 
September,  1910,  the  school  was  transferred  to  the  Clinton 
Schol  building,  the  lower  floor  of  which  had  been  remodeled 
for  the  use  of  this  department.  An  outside  elevator  had 
been  added,  and  a  kitchen,  dining-room,  rest  rooms,  and 
lavatories  provided.  Two  class  rooms  were  opened,  as  the 
school  had  an  average  number  of  twenty-five  belonging  dur- 
ing the  entire  year. 

When  the  work  was  organized,  only  half-day  sessions 
were  held,  but  in  November,  1910,  a  new  plan  was  adopted, 
that  of  serving  a  warm  luncheon  at  noon,  thereby  enabling 
the  children  to  remain  all  day  at  school.  A  matron  was 
provided  to  prepare  this  luncheon,  to  serve  milk  and  wafers 
at  ten  o'clock  each  day,  and  to  assist  the  children  to  and 
from  the  carriages. 

In  September,  1914,  the  enrollment  of  the  school  had 
increased  to  such  an  extent  that  it  was  necessary  to  open 
a  third  room  and  provide  another  teacher. 

Today  the  school,  with  its  present  equipment,  has 
reached  its  capacity.  We  have  an  enrollment  of  seventy- 
one  pupils,  and  in  addition  a  number  have  been  placed  on 
a  waiting  list  until  such  a  time  as  there  shall  be  room  to 
accommodate  them.  A  more  modern  building  with  sufficient 
room  and  equipment  to  carry  on  the  different  phases  of  the 
work  in  the  most  satisfactory  manner  is  needed.  At  the 
present  time,  the  facilities  of  our  regular  high  schools  will 
not  permit  such  pupils  as  are  graduated  from  this  school 
to  continue  their  work,  and  we  earnestly  hope  that,  in  the 
event  of  our  having  a  new  building,  we  may  be  able  to 
establish  a  trade  school  where  these  older  pupils  may  learn 
a  trade  by  which  they  can  support  themselves  in  later  years. 


SCHOOL  FOR  CRIPPLED  CHILDREN 


81 


The  courses  of  study  in  this  school  vary  but  little  from 
those  in  any  public  school  in  the  city,  special  instruction, 
however,  being  given  in  handwork.  This  work  includes  rug 
weaving,  basketry,  knitting,  and  crocheting  for  the  older 
pupils;  and  for  the  younger  special  attention  is  given  to 
weaving  and  cutting,  which  call  for  training  of  the  hand 
and  eye. 

Any  crippled  child  six  years  of  age  is  eligible  to  mem- 
bership in  the  school.  All  applicants  for  admission  must  be 
examined  by  the  cripplel  school  doctor — an  orthopedic  sur- 
geon who  is  appointed  by  the  Board  of  Health — and  are 
admitted  at  his  discretion.  Mentally  defective  pupils  and 
essentially  surgical  cases  are  excluded. 

In  order  to  be  graduated  from  the  school,  pupils  are 
required  to  pass  the  regular  examinations  for  admission  to 
high  schools. 

ISABEL  BALFOUR, 

Director. 
Clinton  School. 


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TRANSPORTATION   OF   CRIPPLED  CHILDREN 


82 


DEPARTMENTS  OF  INSTRUCTION 


CLASS  OF  CRIPPLED  CHILDREN  AT  WORK. 


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BASKETRY  FOR  SUBNORMAL  CHILDREN 


SCHOOL  FOR  BLIND 


TOUCH  SYSTEM  FOR  THE   BLIND 


MANUAL  TRAINING  FOR  THE  BLIND 


84  DEPARTMENTS  OF  INSTRUCTION 


SCHOOL    FOR      BLIND 

A  Class  for  the  Blind  was  established  in  January,  1912, 
with  an  enrollment  of  six  children.  The  total  enrollment 
has  increased  to  thirty-eight,  while  the  class  at  present  has 
twenty-four  members.  This  number  consists  of  all  ages 
from  six  to  eighteen  years  and  comprises  many  different 
grades. 

The  pupils  recite,  not  to  the  special  teacher,  but  to  the 
teacher  of  the  grade  in  which  they  belong.  After  teaching 
the  reading  and  writing  of  the  Braille,  the  special  teacher 
acts  as  a  kind  of  referee  for  the  child.  All  work  written 
in  Braille  by  the  pupils  is  copied  by  her  and  then  sent 
to  the  regular  teacher  to  be  rated  exactly  the  same  as  that 
of  other  children. 

It  has  become  necessary  to  extend  this  plan  of  educat- 
ing the  blind  in  the  public  schools  so  as  to  include  the 
partially  blind.  There  are  constantly  referred  to  this  de- 
partment children  who  see  too  well  to  need  to  learn  to 
read  the  Braille  by  the  sense  of  touch;  yet  whose  sight 
is  so  impaired  as  to  make  it  impossible  for  them  to  con- 
tinue work  in  the  regular  grades  without  individual  help. 
In  September,  1915,  a  Myope  Class  was  accordingly  estab- 
lished at  the  Franklin  School  with  a  membership  of  five 
children  having  various  degrees  of  defective  sight.  The 
number  has  increased  to  eleven-  The  salient  features  of  this 
class  are: 

1.  The  pupils  are  not  taught  the  Braille. 

2.  They  are  not  allowed  to  read  the  regular  text  books. 
Special  large  clear  type  is  substituted. 

3.  Much  of  the  written  work  is  done  on  the  blackboard, 
and  all  chalk  lines  are  broad  and  heavy. 

4.  A  large  room  with  ideal  lighting  conditions  and 
ample  blackboard  space  is  necessary. 

The  pupils  of  both  classes  have  cooking,  sewing,  and 
manual  training;  in  fact,  they  do  everything  that  is  done 
in  the  regular  grades  with  the  exception  of  drawing  and 
penmanship.     Several  are  taking  a  course  in  typewriting. 

The  use  of  some  of  the  Montessori  didactic  apparatus 
has  been  a  great  benefit  to  the  smaller  pupils. 


SCHOOL  FOR  INSTRUCTION 


85 


Previous  to  the  establishment  of  this  department, 
school  had  meant  little  or  nothing  to  many  who  now  are 
making  good  progress.  Two  blind  pupils  are  expecting  to 
be  ready  to  enter  the  high  school  next  September. 

Since  these  classes,  in  order  to  accomplish  good  work, 
must  be  small,  better  results  will  be  obtained  in  the  future 
when  the  classes  have  been  separated  and  additional  help 
provided.  Then  more  time  can  be  given  to  industrial  work, 
— a  most  important  feature  for  the  blind  child. 


Franklin  School. 


FANNY  S.  FLETCHER. 

Teacher  in  Charge. 


BLIND  CHILDREN  USING  MONTESSORI  MATERIAL 


86  DEPARTMENTS  OF  INSTRUCTION 


DAY     SCHOOL    FOR    DEAF 

The  Detroit  Oral  Day  School  for  the  Deaf  was  estab- 
lished by  the  Board  of  Education  in  1900,  in  accordance 
with  the  legislative  act  of  1899,  which  provided  for  the 
establishment  and  maintenance  of  such  schools  through- 
out the  State  of  Michigan.  The  school  is  supported  by 
the  State  and  the  City,  the  State  contributing  $150.00  per 
child  for  each  180  days  of  attendance.  As  the  name  implies, 
it  is  a  day  school,  which  offers  to  the  deaf  child  an  education 
and  at  the  same  time  enables  him  to  remain  at  home.  Pupils 
of  three  years  of  age  are  eligible.  Early  training  is  val- 
uable to  the  deaf  child  in  acquiring  a  pleasing  voice  and 
the  habit  of  speech. 

The  aim  of  the  school  is  to  give  the  pupils,  through 
speech  and  lip  reading,  an  education  which  will  fit  them 
to  become  useful  members  of  society.  This  school  pro- 
vides not  only  for  the  totally  deaf,  but  also  for  the  hard  of 
hearing  pupils  who  are  frequently  found  working  under 
great  strain  in  the  hearing  schools.  Often  they  are  classed 
as  mentally  dull  or  even  deficient.  For  these  children  the 
training  in  lip  reading  is  of  inestimable  value. 

Special  supplies  are  furnished,  such  as  mirrors,  toys, 
etc.,  for  the  development  of  speech  and  language. 

The  course  of  study  follows  that  of  the  elementary 
schools.  Special  attention  is  given  to  language,  both  oral 
and  written.  Unrestricted  movements  of  the  body  are 
secured  through  the  development  of  the  rhythmic  sense. 
This  serves  as  an  outlet  for  physical  expression,  as  in  Folk 
Dancing.  Every  pupil  is  given  training  in  the  manual  arts. 
The  boys  are  taught  mechanical  drawing  and  design,  the 
practical  application  of  which  is  developed  in  woodwork. 
The  girls  have  training  in  cooking  and  hand  and  machine 
sewing.  Through  all  these  activities  accuracy  and  self  reli- 
ance are  developed  and  the  pupil  comes  to  assume  a  respon- 
sible part  in  home  life. 

The  wages  of  former  pupils  range  from  five  to  thirty 
dollars  per  week.  The  choice  of  occupations  is  similar  to 
that  of  hearing  people. 

Our  present  enrollment  exceeds  one  hundred,  and  the 
faculty  numbers  eleven.  Oral  teaching  of  the  deaf  being 
recognized  as  special  work,  the  teachers  must  receive  spe- 


SCHOOL  FOR  DEAF 


87 


cial  training  in  addition  to  their  general  preparation.  A  nor- 
mal training  department  for  teachers  of  the  deaf  has  been 
established  in  connection  with  this  school.  Graduates  are 
employed  throughout  the  various  states. 


Houghton  School. 


GERTRUDE  VAN  ADESTINE, 

Principal. 


RHYTHM 


BREATH  CONTROL 


88 


DEPARTMENTS  OF  INSTRUCTION 


CLASSES     IN     SPEECH     CORRECTION 


A.  M. 

P.  M. 

Monday 

Pitcher  School 

Wilkins  School 

Pingree     " 

Harris         " 

Gilles 

Gillies 

Russell      " 

Russell 

Tuesday 

Fairbanks  School 

Jefferson  School 

Hilliger 

Farrand          " 

Columbian        " 

Wednesday 

Columbian  School 
Alger 

Alger  School 

Thursday 

Wilkins  School 

Jefferson  School 

Harris         " 

Pingree 

Gillies 

Gillies 

Russell        " 

Russell 

Friday 

Fairbanks  School 

Fairbanks  School 

Farrand             " 

Hilliger 

Columbian        " 

Columbian      " 

Alger 

Alger 

The  Department  for  the  Correction  of  Speech  Imperfec- 
tions was  introduced  into  the  Detroit  public  schools  in  Sep- 
tember, 1910.  The  system  used  for  the  correction  of  stam- 
mering is  that  perfected  by  Mr.  Frank  A.  Reed,  of  Detroit, 
Mich.  He  believed  that,  with  wise  and  judicious  training, 
those  handicapped  by  stammering  speech  could  be  entirely 
cured,  if  the  work  was  begun  in  childhood  when  the  speech 
habits  were  being  formed.  After  his  death,  Mrs.  Reed 
trained  two  teachers  in  the  use  of  the  system  to  work  in  the 
public  schools,  as  a  memorial  to  her  husband. 

In  September,  1910,  two  centers  were  established;  now 
there  are  twelve  classes.  Each  class  is  visited  twice  a  week, 
when  class  and  individual  instruction  are  given.  Normal 
children  from  neighboring  schools  with  good  hearing  work 
in  these  classes  for  two  half -days  each  week.  The  rest  of 
the  time  is  spent  in  regular  grade  work.  In  the  classes  for 
defective  speech  we  place  children  who  lisp,  burr,  slur,  or 
nasalize,  baby  talkers  of  eight  or  nine  years  of  age,  those 
who  lack  voice,  those  who  have  a  slovenly  articulation,  and 
those  who  habitually  substitute  one  articulation  for  an- 
other. In  the  classes  for  stammerers,  we  enroll  silent  stam- 
merers and  children  who  have  a  spasmodic  hesitation,  stut- 
ter, or  stammer. 

Children  who  lack  control  of  the  speech  organs  have  poor 
control  over  the  muscles  which  govern  the  other  organs  of 
the  body;  their  respiration  is  spasmodic  and  tense;  there 
appears  a  convulsive  action  of  the  chest,  diaphragm,  throat, 


SPEECH  CORRECTION 


89 


and  head ;  their  emotions  are  uncontrolled,  a  spasmodic  fear 
subdues  the  will,  voice  fails,  and  the  whole  body  may  become 
convulsed  and  contorted.  Our  system  provides  a  corrective 
physical  training,  corrective  vocal  drills  to  render  the  pro- 
duction of  voice  and  articulation  easy,  a  stimulation  of  the 
will  power,  and  exercises  to  secure  a  co-ordinate  action  of 
the  body  and  brain.  The  whole  system  is  a  progression 
towards  self-confidence  and  self-control. 


Fairbanks  School. 


CLARA  B.   STODDARD, 

«.  Department  of  Speech  Correction . 


A  COMMON  TYPE  OF  JAW  AMONG  CHILDREN  HAVING 
DEFECTIVE  SPEECH 


90 


DEPARTMENTS  OF  INSTRUCTION 


TEACHING  BREATHING,  AND  PRODUCTION   OF  VOICE   ON 
THE  OUTGOING  BREATH 


TEACHING  CONTROL  OF  FACIAL  MUSCLES 


SPEECH  CORRECTION 


91 


TEACHING  ARTICULATION  THROUGH  IMITATION 


TEACHING  "WIDE-OPEN  THROAT"  BY  MEANS  OF  MIRRORS 


92  DEPARTMENTS  OF  INSTRUCTION 


TRADE       DRESSMAKING 
DEPARTMENT 

The  records  made  for  the  Vocational  Guidance  Depart- 
ment in  1913  showed  that  a  considerable  number  of  girls 
had  left  school  to  work  as  dressmakers'  apprentices.  The 
apprentice  method  of  learning  dressmaking  is  a  costly  one 
for  the  learner.  Her  training  being  a  secondary  considera- 
tion, she  is  usually  kept  for  an  unreasonable  time  running 
errands,  putting  on  buttons,  or  pulling  out  bastings,  and 
is  expected  to  absorb  the  art  of  cutting  and  fitting  from  the 
general  atmosphere.  As  many  girls  who  did  not  wish  to 
attend  academic  high  schools  were  affected  by  the  enforcing 
of  the  law  requiring  them  to  attend  school  until  they  were 
sixteen,  even  though  they  had  been  "graduated"  from  the 
eighth  grade,  it  seemed  an  excellent  time  to  form  a  trade 
class.  Accordingly  in  October,  1914,  a  trade  dressmaking 
class  was  organized  and  placed  in  charge  of  a  dressmaker 
of  ability  and  experience  in  training  girls  both  in  her  own 
establishment  in  Detroit  and  in  one  of  the  largest  business 
houses  in  Chicago. 

This  trade  dressmaking  class  is  held  at  the  Burton 
school.  The  work  includes  the  making  of  lingerie  and 
tailored  waists,  cotton,  silk,  and  cloth  dresses,  simple  street 
suits,  and  evening  gowns  and  wraps.  Girls  who  are  not 
proficient  enough  to  begin  this  work  are  given  an  elementary 
course  in  plain  sewing.  In  order  to  give  experience  in  actual 
trade  work  a  limited  amount  of  custom  work  is  done  by 
advanced  pupils. 

Besides  the  dressmaker  and  her  assistants  there  is  in 
executive  charge  of  the  department  a  trained  and  experi- 
enced teacher,  who  has  classes  in  English,  design,  and 
physical  training.  A  period  is  set  aside  for  the  reading  aloud 
of  a  good  novel,  the  pupils  doing  hand  sewing  at  this  time. 
The  executive  head  of  the  department,  besides  taking  charge 
of  these  classes,  plans  the  courses  with  the  dressmaker, 
keeps  track  of  weekly  and  monthly  progress,  arranges  the 
fittings,  and  supervises  each  girl,  directing  her  toward  the 
line  of  work  for  which  she  seems  best  fitted.  The  pupils  of 
this  department  have  no  difficulty  in  securing  positions, 
even  before  they  have  completed  the  course. 

ELIZABETH  CLEVELAND, 

director. 
Room   11,  50  Broadway. 


TRADE  SCHOOLS 


93 


This  evening  dress  was  designed  and 
made  by  a  girl  in  the  Advanced  Depait- 
ment  after  14  months'  work.  It  is 
made  of  white  pompadour  silk  with 
chiffon  and  bead  trimming. 


Mata,  14  years  old,  made  this  blue 
serge  Peter  Thompson  from  a  com- 
mercial pattern  after  four  months' 
work.  The  material  cost  about  $4.00 
and  the  dress  represents 40  hours'  work. 


The  girls  in  the  Elementary  De- 
partment make  attractive  kimonos 
and  bathrobes.  This  one  is  made  of 
pink  cotton  crepe  trimmed  with  ribbon 
and  French  knots. 


A  seventeen -year  old  girl,  who  has 
had  two  years  at  Central  High  School, 
made  this  attractive  plaid  silk  after- 
noon dress  after  six  months'  work. 
The  design  is  adapted  from  "Vogue." 


94  DEPARTMENTS  OF  INSTRUCTION 


SPECIAL    ADVANCED      CLASS 

Until  this  year,  our  only  method  of  dealing  with  pupils 
of  exceptional  intelligence  has  been  to  place  them  arbi- 
trarily in  higher  classes.  This  is  a  disadvantage  to  the 
pupils,  both  in  forcing  them  to  associate  with  older  children, 
and  in  "skipping"  and  "making  up"  material  rather  than 
providing  more  material  and  covering  it  more  rapidly.  It  is 
more  difficult  to  get  together  a  class  of  this  sort  than  a 
backward  class,  as  teachers  are  less  willing  to  part  with 
their  bright  pupils,  arguing  that  they  do  not  need  special 
attention,  or  that  the  chief  end  of  their  school  existence  is 
to  furnish  "inspiration"  to  their  slower  comrades.  But  it  is 
of  course  an  obvious  injury  to  a  child  to  keep  him  at  work 
that  is  so  easy  for  him  that  he  never  learns  really  to  apply 
himself.  Morever  it  is  a  serious  waste  of  the  very  material 
that  might  be  of  the  greatest  service  to  the  community. 

With  the  aim  of  giving  some  of  these  children  the  special 
attention  they  need,  a  class  of  seventh  and  eighth  grade 
children  of  exceptional  proficiency  was  organized  this  year 
at  the  Thirkell  School.  The  aim  is  not  to  hurry  the  children 
through  school  by  covering  ground  more  rapidly,  but  to  give 
fuller,  richer  courses.  While  the  Special  Preparatory  classes 
omit  almost  everything  but  the  "three  R's,"  these  "super- 
normal" classes  give  particular  attention  to  the  "special 
subjects"  and  are  also  allowed  to  begin  Latin  and  algebra. 
The  pupils  themselves  greatly  appreciate  the  relief  of  going 
forward  at  their  own  rate.  One  little  girl,  who  happened 
to  be  the  only  one  in  the  class  who  had  already  been  taught 
a  process  in  arithmetic  which  had  to  be  given  for  the  others, 
remarked:  "It  took  them  more  than  a  week  in  the  other 
school  to  get  what  these  children  learned  in  this  one  lesson. 
I  nearly  died." 

ELIZABETH  CLEVELAND, 

Director. 

Room  11,  50  Broadway. 


PARKING  STATION  IN  CADILLAC  SQUARE 


95 


Hotel  Pontchartrain 


Dime  Bank  Building 


City  Hall 
Campus  Martius 


96  DEPARTMENTS  OF  INSTRUCTION 


ATHLETIC     ASSOCIATIONS 

Detroit  High  Schools 

Since  the  Fall  of  1913,  the  athletic  policy  of  the  Detroit 
high  schools  has  been  outlined  by  a  Supervisor  of  Athletics, 
in  whose  hands  was  placed  at  that  time  the  responsibility 
for  the  scheduling  of  the  games,  the  financing  of  the  various 
sports,  and  the  elimination  of  the  friction  and  indebtedness 
which  existed  in  most  of  the  high  schools. 

The  authority  of  the  Supervisor  has  been  advisory,  even 
as  to  the  schedules  and  finances.  In  some  schools,  this  has 
worked  out  very  satisfactorily.  In  others,  while  the  general 
situation  is  much  better  than  it  was  three  years  ago,  this 
restriction  of  authority  has  hampered  the  work. 

No  solution  is  offered  for  the  difficulies  which  arise  from 
an  advisory  supervision.  Any  other  form  would  doubtless 
be  a  complete  failure  under  the  existing  conditions  in  the 
Detroit  high  schools.  In  certain  schools,  no  marked  in- 
crease can  be  expected  in  the  number  of  boys  engaging  in 
outdoors  sports.  In  the  same  way,  certain  high  schools  will 
probably  always  have  weaker  teams  than  others,  though 
none  of  the  Detroit  high  schools  are  too  small  to  meet  the 
other  Detroit  schools  on  terms  of  equality  in  every  branch 
of  sport. 

Marked  improvement  has  resulted  from  the  unification, 
in  the  close  competition  which  has  resulted  in  the  minor 
sports,  the  substantial  increase  in  the  number  of  teams  and 
the  number  of  boys  participating  in  the  majority  of  the 
high  schools,  the  increasing  ability  of  every  school  to  finance 
its  athletics  without  assistance,  the  good  feeling  which  has 
grown  up  among  the  high  schools,  and  the  increasing  public 
interest  in  high  school  athletics. 

The  past  year  has  been  exceptionally  successful.  Detroit 
schools  have  carried  off  state  championships  in  practically 
all  branches  of  sport,  have  largely  increased  the  number 
participating  in  athletics,  have  inaugurated  and  maintained 
several  new  sports,  and  in  football  have  developed  perhaps 
the  best  high  school  team  in  the  country. 

DARREL  H.  DAVIS, 

Supervisor. 
Room  11,  50  Broadway. 


98  DEPARTMENTS  OF  INSTRUCTION 


DEPARTMENT     OF     PHYSICAL 
EDUCATION 

After  a  year's  investigation  of  the  natural  play  activi- 
ties of  the  school  children  of  Detroit,  it  is  the  belief  of  the 
Physical  Education  Department  that,  without  organized 
effort  to  bring  physical  activity  to  every  child  every  day 
of  his  life,  games  and  athletics  will  soon  be  obsolete. 
Originally  the  parent  taught  self-preservation  to  the  young 
by  means  of  play.  Since  this  necessity  has  been  removed 
by  modern  conditions,  the  parent  has  refused  this  responsi- 
bility. This  makes  it  necessary  to  put  forth  great  organized 
effort  to  foster  play  instinct,  to  keep  alive  impulses,  and  to 
create  an  interest  in  a  healthy  body,  in  order  to  prevent 
racial  decay. 

To  meet  these  conditions  in  Detroit  we  give  daily  train- 
ing for  posture  and  muscular  control.  By  means  of  an 
entirely  different  line  of  work  we  are  developing  the  physi- 
cal ability  of  the  children  in  its  broadest  meaning,  not  by 
specializing  or  overtraining,  but  by  creating  interest  and 
developing  ability  in  games,  athletic  events,  and  stunts  that 
have  lived  through  many  generations  and  are  now  neglected 
or  forgotten.  At  the  same  time  we  are  giving  education 
in  the  qualities  of  leadership,  self-control,  independence,  and 
good  judgment,  which  can  be  developed  under  such  a  system 
of  organized  self-activities  to  far  greater  advantage  than 
in  the  schoolroom.  And  by  means  of  all  of  the  work  of  this 
department  we  aim  to  create  an  impulse  for  personal  cleanli- 
ness, fresh  air,  and  daily  exercise  which  shall  last  through 
life.  Making  a  child  clean  his  teeth,  take  a  bath,  put  up  his 
window  every  night,  and  take  a  set  of  exercises,  is  physical 
training.  When  the  impulse  is  created  in  him  that  prompts 
his  interest  in  it  and  stimulates  him  to  do  it  by  himself, 
he  has  passed  from  the  field  of  physical  training  into  the 
field  of  physical  education. 

ETHEL  PERRIN. 

Supervisor. 
Room  11,  50  Broadway. 


DEPARTMENT  OF  PHYSICAL  EDUCATION 


99 


100 


DEPARTMENTS  OF  INSTRUCTION 


Captains   whose   soccer  teams   won   league   championship   banners, 
1915-1916;  eighty-four  schools  competing 


DESIGN  FOR  PLAQUES,  BANNERS  AND  BUTTONS 


PHYSICAL  EDUCATION  101 

Staff — (a)  One  departmental  supervisor;  (b)  Elemen- 
tary supervisors — three  women,  two  men;  (c)  High  school 
directors — seven  women,  six  men. 

High  Schools — Six  gymnasia,  five  swimming  pools,  one 
of  each  in  the  four  new  high  schools  under  construction. 
Two  required  periods  of  physical  training  per  week  with 
credit.  Elective  for  remaining  years  with  limited  credit. 
Swimming  required  of  boys,  elected  by  girls. 

Elementary  Schools — Work  4pne  in  classrooms,  hall- 
ways, kindergartens,  yards.  Room  teachers  give  lessons. 
Michigan  State  Course  of  Physical  Training.  Meetings 
with  and  monthly  visits  from  supervisors.  Sixteen  min- 
utes per  day  in  three  or  four  short  periods.  Windows  open. 
First  and  Second  grades — plays,  games,  rhythm.  Third 
through  eighth  grades — setting-up  exercises,  games,  folk 
dances,  athletics.  Posture  per  cent  taken  above  fourth 
grade.  No  coats  or  sweaters  on  in  school  rooms.  Special 
corrective  work  for  children  far  from  normal  posture. 

Chief  Present  Effort — throughout  life  to  stimulate  last- 
ing impulse  for  daily  exercise. 

Boys'  Athletics — School  Decathlon — every  seventh  and  eighth 
grade  boy  competes  in  ten  events  during  year  with  every  other  boy 
of  his  grade  in  city.  Lower  grades  to  be  included.  Individual  Decath- 
lon at  meets.  Efficiency  Tests — Gold,  silver,  bronze  buttons.  Includes 
track  and  field  contests,  stunts,  games,  swimming,  life  saving,  leader- 
ship, conduct,  and  scholarship.  Indoor  Track  Meets — 1500  par- 
ticipants; Field  Meet — 2000.  Soccer  Foot  Ball,  thirteen  leagues, 
eighty-four  schools,  1000  boys  on  first  teams,  over  100  on  second  and 
other  teams,  200  scheduled  games  in  tournament  recorded  in  office. 
Base  Ball — 200  inter-  and  intra-school  games  recorded.  Captains — 
Athletic,  with  assistants  and  squad  leaders,  one  for  every  seven  boys. 
Soccer  and  baseball.  All  athletic  activities  carried  on  through  cap- 
tains. 

Girls'  Athletics — System  of  captains  and  squads  begun.  Hop, 
step,  and  jump;  chinning;  throw  for  distance  and  accuracy;  chest 
expansion  being  experimented  with.  Folk  dance  captains.  The 
Department  will  furnish  information  and  give  out  any  of  the  twenty- 
five  bulletins  sent  to  captains  since  September,  1915.  Office,  50  Broad- 
way, Room  11. 

Baths — Eight  elementary  centers — eight  women,  eight  men  at- 
tendants. Neighboring  schools  contribute.  From  July,  1914,  to  July, 
1915,  260,535  baths  given.  Total  cost,  not  including  salaries  of 
attendants,  $4659.58. 


102  DEPARTMENTS  OF  INSTRUCTION 

DEPARTMENT      OF      MANUAL 
TRAINING 

Regular  instruction  in  Manual  Training  was  introduced 
into  the  public  schools  of  this  city  in  1899.  All  handwork 
for  boys  and  household  arts  for  girls  in  the  elementary 
grades,  junior,  academic,  and  technical  high  schools,  now 
comes  under  the  direction  of  this  department. 

A  general  principle  adhered  to  in  all  courses  of  indus- 
trial and  household  arts  subjects  is  that  this  work 
should  in  no  way  restrict  the  educational  possibilities  of 
the  pupils.  Graduates  of  the  industrial  courses  in  the 
junior  high  schools,  for  instance,  are  admitted  to  any  high 
school  in  the  city.  The  greater  part  of  all  specific  trade 
instruction  is  given  on  a  co-operative  plan  between  the 
factory  and  the  school. 

The  following  time  allotment  in  periods  per  week  is 

required  in  manual  training  and  household    arts    in    the 

various  courses. 

REGULAR   GRAMMAR   GRADES. 

4th  and  5th  grades — 1  period,  60  minutes. 
6th,  7th,  and  8th  grades — 1  period,  90  minutes. 

JUNIOR  HIGH  SCHOOLS. 

Industrial  Courses:  7th,  8th,  and  9th  grades — 15  periods,  each  45 
minutes. 

English,  German,  and  Latin  Courses:  7th,  8th,  and  9th  grades — 6 
periods,  each  45  minutes. 

Commercial  Course:  7th  grade — 6  periods,  each  45  minutes. 

ACADEMIC  HIGH  SCHOOLS. 
9th,  10th,  11th,  and  12th  grades — 4  to  7  periods,  each  45  minutes 
(only  one  year  required). 

TECHNICAL  HIGH  SCHOOLS. 
9th,  10th,  11th,  and  12th  grades — 10  periods,  each  45  minutes. 

Special  chapters  on  the  junior  high  schools,  the  tech- 
nical high  school,  and  trade  instruction  will  be  found  under 
separate  headings  in  this  pamphlet. 

The  handwork  in  the  grammar  grades  of  the  elementary 
schools  is  not  vocational;  it  is  educational  in  the  broader 
sense  of  this  word.  For  the  erirls  the  work  serves  as  a 
preparation  for  the  duties  of  the  home,  for  the  boys  as  a 
general  survey  of  certain  manufacturing  processes,  and  for 
both  as  a  means  of  general  development  through  the  hand. 

Cardboard  construction  is  given  to  the  boys  of  the  fourth 
grade,  furnishing  a  study  of  the  regular  geometrical  figures 


MANUAL  TRAINING 


103 


BOYS  BUILDING  GARAGE. 

-^^E^ 

1  i  m 

B^JI  "^ 

— "•      :,          — —            -— 

^H^rr. v 

-•£>»•               fe* 

a  '\ 

GARAGE  WHEN  COMPLETED. 


104  DEPARTMENTS  OF  INSTRUCTION 

and  their  application  in  the  construction  of  a  number  of 
useful  articles.  Drawings  are  made  of  all  projects.  During 
the  first  term  of  the  fifth  grade  this  work  is  continued  and 
some  time  is  devoted  to  free-hand  lettering.  During  the 
second  term,  working  drawings  are  made  of  some  of  the 
simpler  projects  in  bench  work.  In  the  sixth,  seventh,  and 
eighth  grades  in  the  regular  elementary  schools,  the  work 
consists  of  simple  benchwork  in  wood  and  a  few  problems 
in  cabinet  making,  all  work  being  done  with  hand  tools  and 
from  drawings  made  by  the  pupils. 

The  girls  in  these  schools  receive  instruction  in  hand 
sewing  in  the  fourth  and  fifth  grades ;  cooking  in  the  sixth 
and  seventh  grades;  and  dressmaking  in  the  eighth  grade. 
All  this  work  is  given  by  special  teachers. 

In  the  academic  high  schools,  the  vocational  element 
has  been  carefully  considered  in  planning  the  various 
courses.  Although  greater  concentration  on  the  industrial 
subjects  is  allowed  in  the  technical  high  school,  we  are 
able  to  offer  extensive  courses  in  these  subjects  in  all  our 
high  schools.  Extensive  courses  in  mechanical  drawing,  for 
instance,  may  be  taken  all  through  the  high  school  period. 
Although  instruction  in  the  shops  is  not  given  as  a  direct 
preparation  for  a  trade,  we  are,  by  emphasizing  as  far  as 
possible  manufacturing  methods  as  opposed  to  the  con- 
struction of  individual  projects,  affording  a  most  valuable 
training  to  the  young  man  who  will  be  connected  with  manu- 
facturing in  any  capacity.  The  courses  cover  work  in  both 
wood  and  metal. 

In  the  household  arts,  various  courses  may  be  taken  all 
through  the  high  school  program,  among  these  domestic 
art,  millinery,  domestic  science,  and  laundry  work.  These 
courses  cannot  be  called  vocational  except  in  so  far  as  home- 
making  is  looked  upon  as  a  vocation. 

J.  H.  TRYBOM, 

Director. 
Room  10,  50  Broadway. 


MANUAL  TRAINING 


105 


MANUAL    TRAINING     STATISTICS 

TABLE  I 


Number  of  Teachers 

Manual  Training 

Household  Arts 

Elementary  Grades 

23 

17 
13 

12 

37 

Junior  High  Schools 

13 

Academic  High  Schools 

11 

Technical  High  Schools 

0 

Total  number  of  teachers 122 


Grammar  Grades: 


TABLE  II 


Number  of  Pupils 


Benchwork-ungraded 

Cardboard — Mechanical  Drawing 

Sewing 

Cooking 

Dressmaking 


Total 


October, 
1915 


6763 

7775 

8314 

5731 

599 


29182 


October, 
1914 


5479 

7964 
7691 
5111 

378 


26623 


Increase 


1284 
X 

623 
620 
221 


2748 


Decrease 


X 

189 
x 

X 
X 


189 


Junior  High  Schools: 

TABLE  III 

SCHOOL 

BOYS 

GIRLS 

October, 
1915 

February, 
1915 

October,, 
1915 

February, 
1915 

Increase 

Condon 

George 

Norvell 

237 

264 
254 

X 

238 
258 

260 

224 
193 

X 

177 
171 

X 

73 
18 

Academic  High  Schools:             TABLE 

IV 

CASS  (525) 

October, 
1915 

October, 
1914 

Increase 

Decrease 

Shop  and  Mechanical  Drawing 

2339 
894 
490 

1797 

660 
257 

542 
234 
133 

X 

Sewing .- 

X 

Cooking 

X 

Total 

3723 

2714 

1009 

X 

Total  number  attending  Manual  Training  Classes,  in  grades,  high 

schools,  and  Junior  High  Schools 34337 


106  DEPARTMENTS  OF  INSTRUCTION 

ENGLISH    IN    ELEMENTARY 
SCHOOLS 

Detroit  schools  have  given  a  good  deal  of  attention  to 
oral  English.  It  is  not  claimed  that  every  eighth  grade 
graduate  can  speak  extemporaneously  and  well  on  any  ordi- 
nary topic,  but  all  pupils  in  elementary  grades  have  enough 
practice  to  give  them  confidence  in  addressing  their  class- 
mates. 

We  believe  that  "the  style  is  the  man,"  and  we  try  to 
make  our  pupils  "live"  with  some  of  the  works  of  great 
authors  until  the  language  becomes  a  part  of  them.  Chil- 
dren are  very  susceptible  to  literary  style.  The  pupil  who 
keenly  enjoys  and  repeats  from  memory  the  inimitable  de- 
scription of  Mr.  Peggoty's  house  knows  much  in  a  vital 
way  about  Charles  Dickens.  The  third  grade  pupil  who 
tells  Kipling's  story,  "How  the  Camel  Got  His  Hump,"  with 
full  enjoyment  of  Kipling's  style  and  humor  is  having 
wrought  into  his  mental  fibre  the  foundation  for  personal 
literary  standards.  He  may  pass  through  the  Henty  and 
Alger  stages,  but  he  will  return  later  on  to  better  things. 
Teachers  are  also  referred  to  specific  methods  for  developing 
original  composition  as  a  class  exercise.  Here,  also,  the 
social  motive  dominates. 

Young  pupils  are  trained  to  detect  sentence  relation  first 
through  the  ear.  They  learn  to  detect  subject  and  verb 
together,  that  is  the  assertion,  before  they  are  asked  to 
separate  the  two  elements.  They  handle  phrases  and 
clauses  as  groups  of  words,  attaching  them  to  the  subject 
or  verb  as  the  sense  requires,  and  changing  the  order  of 
the  sentence,  all  without  aid  from  the  eye.  This  intensive 
work  developes  a  feeling  for  the  whole  sentence  which  is 
not  likely  to  escape  when  the  pupil  is  later  called  upon  to 
deal  more  minutely  with  individual  words. 

Finally,  we  are  trying  to  develop  the  idea  of  the  essen- 
tial unity  of  the  work  of  the  elementary  schools.  The  ten- 
dency to  treat  each  subject  of  the  curriculum  as  a  separate 
thing  causes  retardation.  The  "Three  R's,"  rightly  inter- 
preted, really  comprise  all  academic  subjects.  Reading  and 
oral  and  written  expression  are  the  proper  work  of  geo- 
graphy and  history  classes   as   well   as   of   those   labeled 


ENGLISH— MUSIC  107 


"language"  and  "reading."  The  more  definitely  this  unity 
is  conceived  by  teachers,  the  more  effective  will  instruction 
become. 

The  work  of  the  Supervisor  of  English  includes  visits  to 
teachers,  grade  meetings,  and  demonstration  lessons. 

CLARA  BEVERLEY, 

Supervisor. 
Room  11,  50  Broadway. 


MUSIC  IN  THE  DETROIT  SCHOOLS 

The  time  devoted  to  music  in  the  public  schools  is  one 
hour  per  week.  In  the  lower  grades  this  is  divided  into 
periods  of  12  minutes  each  day,  in  the  grammar  grades 
into  three  twenty-minute,  or  two  half-hour,  periods.  The 
music  is  directed  by  one  supervisor,  three  assistant-super- 
visors, and  three  special  teachers.  In  general,  music  is 
taught  by  the  grade  teachers  but  there  are  a  few  exceptions 
where  the  special  teachers  are  employed.  The  books  used 
are  the  Harmonic  and  Eleanor  Smith  series. 

Supervisors  visit  schools  at  least  once  a  month.  A  defi- 
nite outline  is  prepared  for  the  grade  teacher  to  follow. 
Vocal  drills,  ear  training  ,  song  interpretation,  and  part  sing- 
ing are  developed.  A  teacher  who  can  teach  well  frequently 
takes  three  or  four  rooms  in  music.  In  the  high  schools, 
music  is  elective.  Most  of  the  high  schools  have  orchestras. 
Glee  clubs  and  choruses  are  to  be  found  in  all.  For  this 
work  one  hour  of  credit  is  given. 

The  Cantata,  "The  Walrus  and  the  Carpenter,"  was  given 
at  the  Detroit  Spring  Festival  of  1915  by  500  children 
selected  from  the  grammar  grades.  They  were  accompanied 
by  the  Cincinnati  Festival  Orchestra.  A  cantata  is  now  in 
preparation  for  the  May  festival  to  be  given  this  Spring. 
The  Chamber  Music  Society  of  our  city  is  doing  a  great  work 
by  giving  at  a  low  cost  concerts  by  such  artists  as  the 
Flonzaley  Quartette  to  the  children  of  our  schools. 

THOMAS  CHILVERS, 

Director. 
Room  13,  50  Broadway. 


108  DEPARTMENTS  OF  INSTRUCTION 

DEPARTMENT     OF    DRAWING 

The  scope  of  the  work  in  this  department  has  long 
exceeded  the  limitations  of  its  name.  In  recognition  of  this 
fact  the  last  course  of  study  issued  by  the  Department  of 
Drawing  is  entitled  "Art  Education." 

The  purpose  of  art  education  in  the  Detroit  public 
schools  is  to  train  the  eyes  to  see  and  the  hands  to  do. 
We  believe  that  a  training  in  free-hand  drawing  and  design, 
including  free-hand  lettering  and  color,  is  valuable  from 
both  the  vocational  and  cultural  viewpoint.  Eyes  that  can  see 
and  practiced  hands  produce  skilled  labor.  A  sense  of  color 
discrimination  and  color  harmony  is  a  necessity  in  many 
trades  and  professions  and  an  asset  to  salesmanship,  while 
the  ability  to  see  and  appreciate  beauty  which  should  result 
from  such  training  is  valuable  to  anyone,  whatever  his  posi- 
tion in  life.  The  lack  of  appreciation  of  beauty  of  form 
and  color  is  one  cause  of  waste,  while  the  ability  to  choose 
between  that  which  is  commonplace  and  that  which  is  excel- 
lent, that  which  is  evanescent  and  that  which  is  permanently 
.good,  is  economy.  Therefore,  the  question  of  choice  is  em- 
phasized throughout  our  course,  which  is  carefully  planned 
in  conformity  with  the  fundamental  principles  underlying  all 
^ood  drawing,  design,  and  color. 

Individuality,  power  of  expression,  and  taste, — that  is 
the  ability  to  choose, — are  our  slogans.  All  drawing, 
whether  representational  or  design,  should  be  done  free- 
Tiand.  To  this  end,  ruled  paper,  compasses,  and  other  ob- 
structions to  free  expression  and  power,  are  forbidden.  The 
crude  lines  and  honest  effort  of  the  little  child  are  accepted 
as  satisfactory.  Further  success  is  measured  by  progress. 
Color  discrimination  begins  in  the  first  grade  with  recogni- 
tion of  colors  in  the  generic  sense.  From  the  making  of  a 
color  scale  of  the  six  standard  colors,  finer  gradations  of 
hue,  intensity,  and  value  follow,  and  are  applied  to  design, 
the  final  problem  being  home  furnishing  and  decoration. 

Free-hand  drawing  in  the  junior  high  schools  is  planned 
along  lines  similar  to  work  in  the  grades,  the  purpose  being 
to  teach  the  pupils  to  use  their  eyes  that  they  may  learn 
to  see. 

The  Board  of  Education  furnishes  drawing  paper  of 
various  kinds,  water  colors  and  brushes,  colored  crayons, 
charcoal,  scissors,  stencil  knives,  boards,  and  dyes,  in  fact 
practically  everything  used  in  the  department  except  draw- 


DRAWING 


109 


ing  pencils  and  erasers,  and  these  are  supplied  to  children 
who  are  unable  to  purchase  them.  Every  school  is  provided 
with  sets  of  small  wooden  models  of  simple  type  forms,  fifty 
in  a  set.  In  addition  there  is  an  adequate  collection  of 
pottery  and  toys  for  still  life  drawing. 

Until  last  year  the  grade  teacher  alone  taught  drawing. 
Last  January  the  departmental  plan  was  introduced  in  sev- 
eral schools.  In  some  schools  a  grade  teacher  who  desired 
was  given  the  opportunity  to  teach  drawing  in  several 
classes.  A  second  plan  is  to  employ  a  drawing  teacher  of 
larger  training  who  teaches  only  drawing  in  several  schools. 
There  are  a  director  of  drawing  and  two  assistant  direc- 
tors, one  for  the  primary  grades  and  one  for  the  elementary 
grades.  In  addition  to  the  regular  visits  to  schools  the 
director  and  her  assistants  keep  office  hours  following  school 
hours.  There  is  a  schedule  which  provides,  two  days  a 
month  when  teachers  of  each  grade  may  receive  instruction 
and  see  work  applicable  to  their  grade. 

Slides  have  been  made  from  pupils'  work  throughout  the 
eight  grades  and  are  used  to  show  the  development  of  the 
work  in  the  three  divisions  of  representation,  design,  and 
color. 

ALICE  V.  GUYSI, 

Director. 

Room  14,  50   Broadway. 


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STENCILS  DESIGNED  AND  APPLIED  BY  EIGHTH  GRADE 

PUPILS 


110 


DEPARTMENTS  OF  INSTRUCTION 


A  HIGH  SCHOOL  CARTOON. 


LATE! 
HIGH  SCHOOL  CARTOON 


112  DEPARTMENTS  OF  INSTRUCTION 

NEW     TEACHERS     AND     SUBSTITUTES 

This  department  has  charge  of  new  teachers  and  sub- 
stitutes. New  teachers  are  under  supervision  for  one  year, 
substitutes  during  their  term  of  service.  Their  work  is 
supervised,  suggestions  offered,  individual  help  given,  and 
meetings  held  each  month.  Reports  of  the  progress  and 
character  of  the  instruction  are  made  from  time  to  time  and 
filed  with  the  superintendent. 

New  teachers  enter  the  schools  by  direct  appointment 
or  by  appointment  from  the  substitute  list.  With  the 
growth  of  the  city,  the  number  of  teachers  from  outside 
increases.  Formerly,  but  few  new  teachers  were  needed, 
the  training  school  meeting  this  demand.  This  year,  Detroit 
Normal  graduates  make  up  less  than  one-third  of  the  num- 
ber. Between  September,  1915,  and  January,  1916,  173  new 
teachers  were  employed.  One  of  the  chief  functions  of 
this  department  is  to  assist  in  the  assimilation  into  the 
school  system  of  this  horde  of  new  teachers. 

Great  care  is  taken  in  selecting  teachers;  but  the  de- 
mands of  a  city  system  are  so  varied  and  so  many  elements 
enter  into  the  school  work  that  teachers  successful  in 
smaller  places,  where  conditions  are  less  complex,  do  not 
always  readily  adapt  themselves  to  their  new  environment. 
The  best  results  are  obtained  where  teachers  appointed  are 
first  visited  by  those  familiar  with  the  requirements  of  the 
schools  and  the  dominant  characteristics  required  in  the 
teacher. 

Substitutes  are  of  two  kinds,  those  who  have  and  those 
who  have  not  experience.  The  former  present  no  special 
problems,  as  they  are  merely  trained  teachers  waiting  for 
regular  appointments.  With  the  group  having  no  experience, 
the  work  is  of  a  different  character.  The  difficulties  are 
many,  individual  help  being  needed  in  lesson  plans,  organiza- 
tion, study  periods,  discipline,  etc.  This  is  given  at  office 
hours,  special  conferences,  and  at  general  meetings.  Sub- 
stitutes are  required  to  become  familiar  with  the  course  of 
study,  answer  calls  promptly,  follow  the  schedule,  make 
lesson  plans,  teach  the  special  subjects,  and  carry  on  the 
regular  work  with  as  little  break  as  possible. 

J.  A.  MORSE. 

Supervisor. 
Room  11,  50  Broadway. 


NEW  TEACHERS  AND  SUBSTITUTES  113 

NEW     TEACHERS      AND      SUBSTITUTES 

NEW  TEACHERS 

Number  appointed 

Women 164 

Men 9 

Total 173 

Minimum  salary  Normal  graduates,-per  month $65.00 

Maximum  salary  Normal  graduates,  per  month $75.00 

Minimum  salary  University  graduates,  per  month $75.00 

Maximum  salary  University  graduates,  per  month $85.00 

SUBSTITUTES 

Number  of  substitutes  for  high  school 30 

Number  of  substitutes  for  grades 159 

Number  of  substitutes  on  list  for  1915-1916 189 

Number  of  substitutes,  women,  for  grades 149 

Number  of  substitutes,  women,  for  high  school 20 

Number  of  substitutes,  women  169 

Number  of  substitutes,  men,  for  grades 10 

Number  of  substitutes,  men,  for  high  school 10 

Number  of  substitutes,  men    20 

Number  of  substitutes  assigned  regular  work 87 

Number  of  substitutes  assigned  regular  grades,  women ...  61 

Number  of  substitutes  assigned  regular  high  school 10 

Number  of  substitutes  assigned  regular  work,  women 71 

Number  of  substitutes  assigned  regular,  men,  grades ....     9 
Number  of  substitutes  assigned  regular,  men,  high  school.     7 

Number  of  substitutes  assigned  regular,  men 16 

Number  of  substitutes  for  emergency  duty 102 

Number  of  substitutes  with  no  previous  experience 118 

Number  of  substitutes  with  one  or  more  years'  experience...  91 

Number  of  substitutes  given  appointment,  men 3 

Number  of  substitutes  given   appointment,   women 38 

Salary  of  Substitutes  in  Grades   $2.50  per  day 

Salary  of  Substitutes  in  High  School $3.50  per  day 


114 DEPARTMENTS  OF  INSTRUCTION 

DEPARTMENT     OF     COMPULSORY 
EDUCATION 

Including  Permanent  School  Census  and  Employment 

Permits 
ATTENDANCE 

This  department  has  immediate  charge  of  all  matters 
pertaining  to  school  attendance.  It  has  a  staff  of  fourteen 
attendance  officers,  a  chief  clerk,  and  six  regular  clerks, 
under  the  direction  of  the  Supervisor  of  Compulsory 
Education. 

The  Compulsory  Education  Law  in  Michigan,  and  par- 
ticularly its  enforcement  in  Detroit  through  the  aid  of  the 
courts  having  jurisdiction  in  these  cases,  makes  it  possible 
to  compel  the  attendance  of  all  children  capable  of  being 
taught,  not  even  excepting  defectives,  blind,  deaf,  and  crip- 
pled children. 

To  make  sure  that  all  children  of  compulsory  school  age 
are  in  regular  attendance  the  enrollment  of  all  schools, 
public,  private,  and  parochial,  is  called  for  each  year,  and 
compared  with  the  permanent  census.  The  names  of  all 
children  found  missing  from  the  school  enrollment  are  given 
to  the  attendance  officers  to  be  looked  up,  and  the  children 
placed  in  school. 

Attendance  officers  must  be  graduates  of  recognized 
state  normal  schools,  college  graduates,  or  regularly  quali- 
fied teachers,  graduates  of  the  city's  normal  training 
school.  This  insures  unusually  well  qualified  officers,  and, 
what  is  of  still  more  importance,  officers  who  are  always 
intelligently  in  sympathy  with  school  problems. 

One  of  the  first  duties  of  the  attendance  officer  is  to  look 
up  all  cases  of  truancy  reported  from  the  schools.  Each 
officer  is  assigned  to  one  of  the  thirteen  districts  into  which 
the  city  is  divided.  Each  district  has  an  ungraded  room  (in 
one  of  the  larger  schools)  as  a  centre,  to  which  all  reports 
of  truancy  from  the  schools  in  that  district  are  sent.  In 
these  so-called  ungraded  rooms  are  placed  boys  who  are 
two  or  more  years  retarded,  habitual  truants,  and  those 
reported  from  schools  as  incorrigible.  The  policy  of  the 
department  is  that  these  boys  shall  be  given  such  training 
as  will  enable  them  to  be  returned  to  the  regular  classes 
as  soon  as  possible.  To  insure  prompt  service,  the  officer 
reports  at  the  ungraded  centre  each  morning,    gets    the 


COMPULSORY  EDUCATION  115 

truancy  reports,  and  gives  them  immediate  attention.  A 
duplicate  report  is  sent  to  the  central  office,  a  record  of 
which  is  made.  This  insures  prompt  attention  on  the  part 
of  the  officer. 

One  of  the  most  important  functions  of  the  attendance 
officer  is  the  picking  up  of  children  found  on  the  streets 
during  school  hours.  So  important  is  this  work  that  one 
officer  is  kept  on  the  down  town  streets  part  of  each  day, 
with  the  result  that,  during  the  year  1914-15,  361  boys  were 
found  and  returned  to  school. 

T  R  A  N  S  F  EfR  S 

All  matters  pertaining  to  the  transferring  of  pupils  from 
one  school  to  another  are  also  cared  for  in  this  department. 
By  a  system  of  duplicate  reports  sent  to  the  central  office, 
a  child  is  followed  up  by  the  officer,  if  it  does  not  report 
within  three  or  four  days  at  the  school  to  which  it  has  been 
transferred.  This  makes  it  practically  impossible  for  a 
child,  once  enrolled,  to  be  lost  to  the  school  system. 

The  following  tables  show  details  and  the  results  in 
truancy  cases  coming  to  the  attention  of  the  department 
during  the  year. 
Reported  from: 

Public  Schools 5,636 

Parochial  Schools   1,127 

"Not  Returned" 2,892 

Miscellaneous  sources  61 

Picked  up  on  streets  by  officers 512 

Excluded  for  non-payment  of  tuition 44 

Suspensions   24 

Held  vacation  permits 1,298 

11,594 

Total  number  of  cases  investigated  by  officers: 

Cause  of  Absence  and  Disposition  of  Cases — 

Truants  (without  consent  of  parents),  returned 4,128 

Truants  (kept  by  parents),  returned 1,204 

Poverty 17 

Reported  as  "not  returned" 2,892 

Illness — Returned 1,042 

Illness — Holding  doctor's  certificate 44 

Moved  out  of  city  or  district 393 

Holding  employment  permits 287 

Over  Age  97 

Entered  private  or  parochial  school 1,227 

Committed  to  Orphan  Asylum 131 

Committed  to  Detention  Home 31 

Committed  to  Ungraded  Room 72 

Excluded — (non-payment  of  tuition) 44 

Suspensions — (failed  to  call  for  re-instatement) ....      24 
Miscellaneous    61 

11,594 


116  DEPARTMENTS  OF  INSTRUCTION 


SCHOOL     CENSUS 

An  annual  school  census  of  children  between  the  ages 
of  five  and  twenty  years  is  taken  in  May,  by  the  Board  of 
Education.  This  enumeration  is  compared  with  the  per- 
manent school  census  cards,  which  are  kept  on  file  in  the 
office  in  duplicate,  the  data  card  filed  by  street  number, 
the  address  card  filed  alphabetically.  Cards  are  made  out 
for  all  children  whose  names  appear  in  the  new  school  census 
but  are  not  already  on  file  in  the  permanent  census.  This 
insures  a  card  on  file,  in  duplicate,  for  each  child  of  school 
age  in  Detroit. 

Our  system  of  "Transfer,"  noted  above,  is  also  used  to 
keep  the  permanent  census  up  to  the  minute,  as  changes  of 
address,  school,  etc.,  are  noted  on  the  cards  on  file. 

Further  to  insure  the  keeping  of  this  permanent  census 
up  to  date,  a  list  of  the  children  from  out  of  the  city; 
received  in  any  school,  and  those  having  arrived  at  the  age 
of  five  years  since  the  last  census  was  taken,  is  sent  to  the 
department,  and  cards  are  placed  on  file  for  each  child  so 
reported. 

EMPLOYMENT     PERMITS 

Employment  Permits  are  issued  to  children  (in  Mich- 
igan) who  meet  the  following  requirements:  (1)  Must  be 
fifteen  years  of  age  and  under  sixteen ;  (2)  Must  have  com- 
pleted the  work  of  the  6th  grade,  public  school,  or  the 
equivalent  thereto ;  (3)  Must  have  attended  school  100  days 
during  the  year  previous  to  arriving  at  the  age  of  fifteen 
or  previous  to  making  application;  (4)  It  must  be  shown 
that  the  services  of  the  child  are  essential  to  the  support 
of  itself  or  its  parents.    Public  Acts,  Michigan,  1915. 

To  determine  the  necessity  for  the  child's  being  granted 
a  permit,  the  Attendance  Officer  calls  at  the  home  and  makes 
a  thorough  investigation  into  the  home  conditions,  particu- 
larly the  income  report  to  this  office  each  month,  giving 
place  of  employment,  wages  received,  and  nature  of  work 
in  which  they  are  engaged.  If  a  child  is  not  employed  and 
does  not  secure  employment  within  a  reasonable  time,  the 
permit  is  recalled  and  the  child  is  returned  to  school. 


COMPULSORY  EDUCATION  117 

In  compliance  with  the  State  Law,  2470,  permits  were 
issued  during  the  twelve  months  ending  June  30,  1915. 
The  attendance  officers  investigated  the  home  conditions  of 
4082  applicants  to  ascertain  the  necessity  of  the  child's 
going  to  work,  with  the  following  results : 


CASES  INVESTIGATED 

Recommended  for  permits 2,871 

Permits  refused — "no  necessity" 587 

Recommended  for  special  permits —  - 

Saturdays  and  after  school  hours 200 

Permits  to  remain  at  home  (girls) 161 

Lived  outside  city  limits 21 

Could  not  locate 24 

Moved  out  of  city 26 

Permits  refused  on  account  of  low  grade  or  school 

attendance    86 

Birth  certificates  showed  under  age 64 

In  Detention  Home 1 

Entered  Convent    1 

Applicants  failing  to  call  for  permits 40 

4,082 


The  provision  of  the  law  requiring  the  holder  of  a  permit 
to  report  to  the  issuing  officer,  giving  definite  information 
regarding  the  place  of  employment,  nature  of  work,  and 
school  attending,  if  not  regularly  employed,  has  been  rigidly 
enforced.  This  was  accomplished  by  monthly  report  to  the 
attendance  officers  of  delinquents  in  their  districts,  totaling 
1101  for  the  year.  Few  second  calls  were  necessary  and 
comparatively  few  cases  were  brought  into  court. 

The  following  is  a  detailed  report  of  children  holding 
employment  permits: 

Permits  in  force  July  1,  1914 3,731 

Permits  in  force  July  1,  1915 2,884 

Girls   1,530 

Boys    1,354 

Permits  issued  from  July  1,  1914,  to  July  1,  1915 2,470 

Permits  issued  to  girls  14  years  of  age 722 

Permits  issued  to  boys  14  years  of  age 950 

Permits  issued  to  girls  15  years  of  age 313 

Permits  issued  to  boys  15  years  of  age 485 

Girls  employed  in  factories  544 

Girls  employed  in  stores    355 

Girls  employed-  in  offices   86 

Girls  employed  as  domestics    284 

Under  doctor's  care;  cannot  work 7 

Holding  permits  but  are  attending  school 61 

1,337 


118  DEPARTMENTS  OF  INSTRUCTION 


Boys  employed  in  factories    638 

Boys  employed  in  stores  523 

Boys  employed  in  offices   245 

Boys  employed  in  messenger  service    50 

Boys  employed  on  farms    22 

Under  doctor's  care;  cannot  work 8 

Holding  permits  but  are  attending  school 55 

1,541    2,878 

Delinquents  investigated  by  attending  officers 1,101 

Children  not  working  investigated  by  attendance  officers .  384 

Children  reaching  age  of  16  years 3,130 

Boys   2,206 

Girls   924 

Monthly  report  cards  mailed  to  this   office  by   children 

holding  permits,  checked 37,861 

Children  between  the  ages  of  14  and  15  years,  holding 
permits,  furnished  with   emplyoment  by  this  office, 

boys  and  girls 350 

Returned  to  school,  permits  surrendered 48 

Limited  permits ;  time  has  expired 48 

Moved  out  of  city 71 

Could  not  locate 81 

Committed  to  Industrial  School — Boys 6 

Committed  to  House  of  Good  Shepard — Girls 1 

Placed  in  Private  Institutions 3 

Died 4 

Attending  Business  Colleges 8 

Complaints  filed  in  juvenile  court 31 

Cases  heard  and  disposed  of;  children  reported 8 

Cases  dismissed,  children  having  reported  before  time  set 

for  hearing 10 

Cases  pending 13 

Ran  away  from  home;  cannot  locate,  out  of  city 6 

The  gradual  reduction  in  the  number  of  permits  issued 
is  shown  by  the  following  extract  from  our  monthly  report 
of  December  1915: 

Permits  in  force,  December  31,  1915 — Girls 1,106 

Permits  in  force,  December  31,  1915 — Boys 970 

Total  number  of  permits  in  force,  December  31,  1915 2,076 

Total  number  of  permits  in  force,  July  1,  1915 2,884 

Total  number  of  permits  in  force,  December  31,  1915 2,076 

Reduction  during  six  months 808 

Among  the  other  activities  of  this  department  are  the 
getting  of  employment  for  children;  vocational  guidance, 
particularly  for  girls ;  and  the  procurring  of  attendance  of 
girls  in  the  continuation  schools. 

TEMPLETON  P.  TWIGGS, 

Supervisor. 
38  Broadway. 


DEPARTMENTS  OF  INSTRUCTION  119 


VOCATIONAL     GUIDANCE     FOR     GIRLS 

With  the  aim  of  assisting  girls  in  their  choice  of  an  occu- 
pation, the  teachers  of  the  Girls'  Continuation  School  are 
carrying  on  work  in  vocational  guidance  along  four  lines, — 
the  collection  of  information  about  the  various  occupations 
open  to  girls,  the  giving  of  information  and  advice  through 
personal  interviews,  the  following  up  for  two  years  of  the 
girls  who  leave  the  public  schools,  to  go  to  work,  and  the 
attempt  to  provide  them  with  suitable  employment. 

The  following  up  of  the  girls  who  leave  school  to  go  to 
work  is  in  charge  of  a  special  attendance  officer  under  the 
Department  of  Compulsory  Education.  This  officer  inter- 
views the  girls  at  the  time  they  apply  for  working  permits, 
enters  them  in  part-time  classes  wherever  possible,  and 
conducts  an  employment  bureau  to  assist  them  in  finding 
places. 

Girls  who  leave  high  schools  are  interviewed  by  their 
grade  principals,  or  by  the  teachers  of  the  girls'  continua- 
tion classes,  in  many  cases  needing  only  the  personal  influ- 
ence of  the  investigator  to  induce  them  to  return.  One  girl, 
employed  by  the  telephone  company  from  three  o'clock 
until  eight,  left  high  school  because  she  failed  to  get  a  mark 
of  "excellent"  in  every  subject.  She  was  a  tenth  grade 
pupil,  bright  and  ambitious,  and  had  hoped  to  prepare  for 
teaching,  but  was  in  a  poor  physical  condition  and  worried 
over  her  examinations  two  weeks  ahead.  All  her  teachers 
spoke  highly  of  her  work,  and  the  investigator  was  able  to 
take  her  a  certificate  of  promotion  in  every  subject  and  to 
encourage  her  so  that  after  two  weeks'  rest  she  returned 
to  school  to  continue  her  course.  She  is,  of  course,  only  one 
of  many. 

In  some  high  schools  the  investigating  and  reporting  on 
the  advantages,  technical  requirements,  and  special  quali- 
fications necessary  for  preferred  vocations  has  been  made  a 
subject  for  composition  work  in  English,  and  in  all  high 
schools  arrangements  have  been  made  for  talks  on  specific 
vocations  by  persons  who  have  pursued  them  with  success 
and  are  qualified  to  discuss  them  with  authority. 

ELIZABETH  CLEVELAND, 

'Director. 
Room  11,  50  Broadway. 


120  DEPARTMENTS  OF  INSTRUCTION 

DEPARTMENT  OF  EDUCATIONAL 
RESEARCH 

Organized  September,  1914 

The  functions  of  a  new  department  are  certain  to  be 
determined  largely  by  local  conditions  and  the  personal  in- 
terests of  the  director  of  the  department.  In  Detroit  the 
supervisor  of  educational  research  is  most  interested  in 
improving  the  efficiency  of  the  teaching  in  the  elementary 
grades.  His  general  duty  is  so  to  apply  the  scientific  dis- 
coveries of  professional  students  of  education  throughout 
the  world  to  the  Detroit  schools  as  to  raise  the  efficiency  of 
teaching  effort. 

Successful  work  by  the  department  results  in 

a.  Measurement  of  the  actual  effects  of  teaching  effort. 

b.  More  precise  definition  of  the  goals  to  be  attained. 

c.  Accurate  determination  by  measurement  of  the  most  efficient 
method  for  attaining  a  given  goal. 

d.  Widespread  training  of  teachers  in  the  use  of  the  newer 
tools  for  self-study  and  improvement. 

e.  Constructive  experimental  evolution  of  existing  methods. 

All  of  these  tend  to  increase  the  number  of  children  bene" 
fiting  by  school  training  without  increasing  correspondingly 
the  cost  in  either  time,  money,  or  effort. 

The  research  work  of  the  department  is  on  a  volunteer 
basis.  Problems  are  outlined,  tests  and  instructions  pro- 
vided, and  the  work  carried  out  by  volunteers  from  the 
teaching  corps.  Where  strict  control  of  conditions  under 
which  the  tests  are  given  is  essential,  the  trained  cadets 
from  the  normal  school  are  used  as  examiners  and  scorers, 
and  the  results  are  tabulated  by  the  students  in  the  com- 
mercial courses  of  the  high  schools  as  a  part  of  class  work. 
The  aim  of  the  department,  however,  is  so  to  modify  and 
adapt  to  class  room  conditions  the  tests  devised  for  making 
scientific  measurements  of  educational  products  that  they 
may  be  given  and  scored  by  the  class  room  teacher  as  part 
of  the  regular  routine  of  school  work.  In  all  such  tests  a 
report  to  the  department  affords  a  basis  for  general  tabu- 
lations and  the  setting  of  standards.  When  definite  results 
and  conclusions  have  been  reached,  general  changes  in 
school  methods  and  policies  follow. 

In  its  larger  aspects,  the  work  of  the  department  is  that 
of  a  continuous  survey  working  under  very  favorable  con- 
ditions,— from  within  the  school  system,  with  its  co-opera- 
tion, and  under  its  control. 

S.  A.  COURTIS, 

Room  11.  50  Broadway.  Supervisor. 


EDUCATIONAL  RESEARCH  121 

Investigations  Completed  or  Under  Way 

Research. 

a.  Study  of  the  factors  conditioning  ability  in  handwriting. 

b.  Study  of  the  reliability  of  the  Ayres  and  Buckingham  scales 
in  spelling. 

c.  Determination  of  the  loss  in  accuracy  due  to  change  from 
spelling  words  in  lists  to  spelling  words  in  sentences. 

d.  Collection  of  errors  in  oral  English.    10,386  from  72  schools. 

e.  Measurement  of  the  effects  of  geometry  teaching. 

2.     Standardization. 

a.  Measurement  of  product. 

Rate  of  writing.  3,500  children,  grades  4-8,  beginning 
and  end  of  the  year. 

Rate  of  spelling.  3,500  children,  grades  4-8,  September. 

Achievement  in  four  operations  of  arithmetic.  3,500 
children  tested  in  September,  January,  and  May. 

Achievement  in  reading.    Kelly's  Reading  Tests. 

Achievement  in  spelling  by  Ayre's  scale.  35,000  chil- 
dren tested  before  and  after  study. 

Achievement  in  algebra.    500  children. 

b.  Measurement  of  Efficiency  of  Method. 

Comparison  of  effects  of  practice  tests  in  arithmetic 
with  effects  of  regular  work.  Practice  tests  used 
by  25,000  children  in  83  schools.    Control  experiment. 

Comparison  of  effects  of  practice  tests  in  spelling  with 
regular  work.  1,500  4th  grade  children  tested  twice. 
Control  experiment. 

Comparison  of  effects  of  six  different  methods  of  teach- 
ing reading  in  the  first  grade.  600  children  in  sixty 
different  classes. 

c.  Construction  of  tests  and  scales. 

Material  gathered  for  construction  of  practice  tests  and 
scales  in  handwriting.     1,000  children. 

Material  gathered  for  construction  of  scale  in  English 
composition.     3,500  children. 

Preliminary  tests  in  fractions  devised.     1,000  children. 

Practice  tests  in  arithmetic  revised  on  basis  of  first  year's 
results.     25,000  children. 

4.  Library   and    Reference    Service.      125    questionnaries 

answered. 

5.  Teacher  training. 

City  Normal  School.  Senior,  junior,  and  sophomore 
classes  given  training  in  educational  measurement. 
Two  hours,  once  a  week. 

Teacher  Training  Classes.  Courses  in  measurement  of 
handwriting,  English  composition,  reading  and  spell- 
ing, for  principals  and  teachers.  Meet  once  in  two 
weeks  on  Tuesday  and  Thursday  evenings,  7  to  9  P. 
M.    Volunteer  enrollment,  300. 


122  DEPARTMENTS  OF  INSTRUCTION 

THE     PSYCHOLOGICAL     CLINIC 
Staff: 

Dr.  Guy  L.  Connor — Medical  Director. 

Chas.  S.  Berry,  Ph.  D. — Consulting  Psychologist. 

Warren  Babcock,  M.  D. — Consulting  Neurologist. 

Alice  B.  Metzner — Binet  Examiner. 

Bertha  Giffin — Nurse. 

The  Psychological  Clinic  is  the  clearing  house  for  the 
Detroit  Public  Schools.  To  it  are  referred  all  pupils  needing 
special  study.  Cases  of  near  sightedness  or  blindness; 
defective  hearing;  incorrigibility,  or  normal  delinquency; 
backward,  retarded,  or  feeble-minded  children,  epileptics  or 
children  with  insane  tendencies — all  find  their  way  to  the 
clinic. 

Each  case  is  given  a  thorough  mental  and  physical 
examination.  The  Binet  Simon  Measuring  Scale  of  Intelli- 
gence, the  Knox  Tests,  Goddard's  Form  Board,  and  Healy 
Tests  are  used  in  testing  mentality.  The  physical  examina- 
tion is  made  by  the  medical  director,  a  specialist  in  mental 
diseases,  who  also  gives  an  opinion  on  the  mentality.  The 
family,  personal,  and  school  history  of  every  case  is  ob- 
tained. The  diagnosis  and  prognosis  are  the  results  of  this 
varied  information. 

Pupils  are  assigned  to  special  or  prevocational  classes 
only  through  the  clinic.  A  history  of  each  case  examined  is 
kept  on  file  and  added  to  from  time  to  time  as  additional 
information  is  secured.  Parents  are  informed  of  the  physi- 
cal condition  of  the  child.  If  corrections  are  necessary,  the 
nurse  has  a  personal  interview  and  assists  in  seeing  that 
corrections  are  made. 

In  cases  of  very  defective  vision  or  hearing,  an  expert's 
opinion  is  obtained.  The  nurse  takes  the  child  and  parent 
to  a  specialist's  office  and  a  diagnosis  is  procured.  The 
pupil  is  then  sent  to  the  school  for  blind  or  deaf  as  the  case 
may  be.  Several  of  our  prominent  eye  and  ear  specialists 
give  their  services  free  to  these  cases. 

Clinics  are  held  at  the  Board  of  Education  every  Wednes- 
day and  Saturday  morning  from  nine  to  eleven  o'clock.  At 
the  Saturday  clinic  several  of  the  special  class  teachers  who 
have  had  training  in  testing  assist  in  the  work.  The 
Juvenile  Court,  the  Children's  Aid  Society,  and  various 
child  welfare  societies  make  use  of  the  Saturday  clinics. 


PSYCHOLOGICAL  CLINIC 


123 


Traveling  clinics  are  held  at  the  different  school  build- 
ings on  Monday,  Tuesday,  Thursday,  and  Friday  mornings 
of  each  week.  The  city  is  divided  into  seventeen  districts 
with  a  central  school  designated  in  each  for  the  clinic.  Chil- 
dren are  reported  on  forms  furnished  by  the  department 
for  this  purpose.  These  reports  must  be  in  the  hands  of 
the  examiner  ten  days  before  the  clinic  reaches  the  district. 
When  there  are  five  or  more  children  reported  for  examina- 
tion, the  clinic  is  held  at  the  school  so  reporting ;  if  less  than 
that  number,  they  are  sent  to  the  center  for  the  district. 
A  report  of  the  result  of  the  investigation  is  returned  to 
the  principal. 

From  the  organization  of  the  psychological  clinic  in 
September,  1912,  to  June,  1915,  2069  cases  have  been  ex- 
amined. Of  these  118  were  re-examinations,  leaving  1951 
cases  now  on  file.  In  addition  to  this,  the  first  three  grades 
of  the  Franklin  School,  consisting  of  334  children,  have  been 
examined  for  research  purposes  and  the  results  tabulated. 

The  medical  director  and  the  Binet  examiner  are  ap- 
pointed by  the  Board  of  Education,  the  nurse  by  the  Board 
of  Health.  The  consulting  psychologist's  and  neurologist's 
services  carry  no  remuneration. 

ALICE  B.  METZNER, 

Room  7,  50  Broadway.  Binet  Examiner. 


GRADE 

AGE  REPORT 

,    DECEMBER 

I, 

19  14. 

GRADES 

IS 
Yrs 

17 

Ytp 

16 

Yrs 

15 
Yrs 

14 
Yrs 

13 

Yrs 

12 

Yrs 

n 

Yrs 

10 

Yrs 

9 

Yrs 

8 
Yrs 

7 
Yrs 

6 

Yrs 

5 

Yrs 

4 

Yrs 

Total 

VIII 

4 
2 
1 
2 

56 
12 
9 
6 
5 
1 

339 

i56 

58 

45 

34 

11 

2 

1 

923 

563 

335 

217 

140 

57 

24 

8 

1233 

1182 

895 

573 

307 

124 

34 

25 

721 

1458 

1331 

931 

494 

232 

81 

31 

1 

137 

932 

1645 

1494 

949 

369 

140 

42 

0 

12 

123 

960 

2014 

1690 

683 

263 

76 

2 

3425 

VII 

6 

1 

1096 

2410 

2033 

914 

205 

1 

4434 

VI 

5344 

V 

133 
1281 
2218 
1634 

621 

'  "4 

4 

113 

1632 

3211 

1660 

35 

6515 

IV 

1 

109 

1946 

5598 

470 

7424 

Ill 

5 

85 
3373 
3416 

7474 

II 

8334 

I 

110 
2928 

2 

11750 

KDGN 

6859 

TOTAL.  . 

9 

89 

646 

2267 

4373 

5380 

5708 

5823 

6774 

5892 

6655 

8124 

6879 

3038 

2 

61559 

No.  retarded 
3  and  more 
years 

9 

89 

307 

781 

1063 

839 

551 

341 

206 

4 

0 

0 

0 

0 

0 

4190 

To  right  of  black  line  in  grade  at 
Total  does  not  include  Special  or 


age;  to  left  of  dotted  line  retarded  three  and  more  years. 
Ungraded  Classes,  Orthopedic,  Blind,  or  Deaf  Schools. 


124  DEPARTMENTS  OF  INSTRUCTION 


MEDICAL     DIRECTION 

In  1902  the  medical  inspection  of  the  children  in  the 
public  schools  of  Detroit  was  begun.  In  1911  the  examina- 
tion and  training  of  the  backward  and  mentally  defective 
pupils  was  started.  This  fall,  at  the  suggestion  of  Dr. 
McMichael,  President  of  the  Board  of  Education,  and  Dr. 
Chadsey,  Superintendent  of  Schools,  this  department  sprang 
into  existence.  It  will  be  our  endeavor  to  conserve  the 
health  and  usefulness  of  our  employees.  All  newly  ap- 
pointed teachers,  candidates  entering  the  normal  training 
schools,  clerks,  and  janitors,  together  with  those  returning 
from  a  leave  of  absence,  will  be  examined  from  a  physical 
standpoint  before  entering  on  their  work.  Each  year  they 
will  be  re-examined.  Every  employee  who  is  absent  from 
school  from  sickness,  the  duration  of  which  is  longer  than 
five  days,  must  inform  us  of  the  nature  of  his  or  her  illness. 
By  checking  up  these  reports  we  hope  to  prevent  much  of 
the  loss  of  time  and  discomfort. 

We  urge  upon  our  employees  the  wisdom  of  using  the 
knowledge  of  this  department  to  prevent  sickness  and  the 
untimely  crippling  of  their  usefulness  rather  than  con- 
tinue the  deadly  habit  of  waiting  till  the  case  is  hopeless. 
Early  recognition  of  tuberculosis  means  the  life  possibly  of 
the  patient  and  the  prevention  of  contagion.  Sixty  to 
seventy  per  cent  of  the  deaths  from  chronic  diseases  are 
preventable.  The  death  rate  from  diseases  of  the  kidney, 
liver,  heart,  and  circulatory  system  has  nearly  doubled  dur- 
ing the  past  three  decades. 

It  is  absolutely  necessary  for  the  good  of  "Our  People" 
that  the  diagnosis  of  disease  be  made  early.  It  is  at  this 
time  something  can  be  done.  To  accomplish  our  purpose 
we  must  see  them  at  least  once  a  year  for  physical  inspec- 
tion. 

We  look  forward  with  confidence  to  the  time  when  pre- 
ventable disease  will  be  prevented,  when  curable  disease  will 
be  recognized  in  the  curable  stage.  One  of  the  grandest 
triumphs  of  civilization  will  be  the  achievements  which  will 
result  from  a  realization  of  the  possibilities  of  preventive 
medicine. 

GUY  L.  CONNOR,  M.  D., 

Medical  Director. 
Room  7,  50  Broadway. 


DETROIT'S  PROBLEM— GROWTH  125 


THE      BEGINNING 

(The  first  authentic  document  in  the  history  of  education  in  Detroit, 
now  preserved  in  Ste.  Anne's  Church.) 

Cadillac,  speaking  of  the  Various  orders  of  missionaries,  wrote  to 
Count  Pontchartrain,  Aug.  31,   1700: 

"These  are  the  cultivators  of  the  vineyard,  who  ought 
to  be  received  without  distinction  to  work  in  the  vineyard 
of  the  Lord,  with  special  direction*  to  teach  the  little  savages 
the  French  language,  that  being  the  only  means  of  civilizing 
and  humanizing  them  and  infusing  into  their  minds  religious 
and  monarchical  principles.  One  takes  wild  beasts  at  their 
birth,  birds  in  their  nests,  to  tame  and  free  them." 


(The  first  authentic  record  of  vocational  training  in  Detroit,  now  pre- 
served in  Ste.  Anne's  Church.) 

Letter  written  to  the  Qovemor  and  Judges,   by  Father  Gabriel  Richard, 
Oct.  18,   1808. 

"In  Detroit  there  are  better  than  thirty  young  girls  who 
are  taught  reading,  writing,  arithmetic,  knitting,  sewing, 
spinning,  etc  In  these  two  schools  there  are  already  three 
dozen  of  spinning  wheels  and  one  loom,  on  which  four  pieces 
of  linen  or  woolen  cloth  have  been  made  this  last  spring  or 
summer.  To  encourage  the  young  students  by  the  allot- 
ment of  pleasure  and  amusements,  the  undersigned  has, 
these  three  months  past,  sent  orders  to  New  York  for  a 
spinning  machine  of  about  one  hundred  spindles,  an  air 
pump,  an  electrical  apparatus,  etc.  As  they  could  not  be 
found,  he  is  to  receive  them  this  fall,  also  an  electrical 
machine,  a  number  of  cards,  and  a  few  colors  for  dyeing 
the  stuff  already  made,  or  to  be  made,  in  his  academy."  • 


126  DETROIT'S  PROBLEM 


GROWTH 

In  1900  Detroit  was  the  thirteenth  city  in  the  country 
in  point  of  population ;  in  1910  it  was  the  ninth ;  it  is  now 
the  seventh,  being  exceeded  only  by  New  York,  Chicago, 
Philadelphia,  St.  Louis,  Boston,  and  Cleveland. 

In  1880  Detroit  was  the  nineteenth  city  in  the  country 
in  the  extent  of  manufactured  product.  In  1890  it  was  the 
sixteenth ;  in  1900,  the  fifteenth ;  in  1910,  the  seventh ;  and 
in  1915  it  is  the  fourth,  being  exceeded  only  by  New  York, 
Chicago  and  Philadelphia. 

The  Michigan  customs  district,  of  which  Detroit  is  the 
port  of  entry,  is  the  fifth  in  the  volume  of  its  exports,  being 
exceeded  only  by  New  York,  Galveston,  New  Orleans,  and 
Baltimore  in  the  order  named. 

In  the  cost  of  building  construction  Detroit  is  now  the 
fourth  city  in  the  country,  being  exceeded  only  by  New 
York,  Chicago,  and  Philadelphia,  and  upon  three  occasions 
within  the  past  two  years  it  has  surpassed  Philadelphia. 

Detroit  river  has  the  finest  fleet  of  steamers  of  any  point 
of  the  country  west  of  New  York  Bay.  Its  steamers  have 
a  licensed  carrying  capacity  of  62,000  passengers. 

The  average  daily  wages  in  Detroit  industrial  establish- 
ments for  the  twelve  months  was  $401,368  or  more  than 
120,000,000  for  the  year  of  1915. 

Detroit  has  grown  faster  in  the  last  five  years  than  any 
other  city  of  the  first  or  second  class. 

In  the  last  two  years  it  increased  the  number  of  its 
industrial  employees  from  46,372  to  156,687. 

In  the  same  time  it  increased  its  manufactured  product 
from  $88,649,653  to  $410,000,000.  In  1916  its  manufactured 
product  will  exceed  $500,000,000. 


DETROIT'S  PROBLEM— GROWTH 


127 


tl 


ORIGINAL  STOCKADE,  1701 


Penobscot  Building 
Ford  Building  Dime  Bank  Building 

City  Hall 

SAME  AREA   IN  1916 


128 


DETROIT'S  PROBLEM— GROWTH 


POR  S*fli. 

600145 
ri 

4001 


200 


30 


15- 


o*  o 


DETROIT'S   GROWTH 

IN 

AREA    

POPULATION 
ENROLLMENT-— 


RATIO    j~~» 


1827     40  50  60  70    80  90  1900    10 


COflPARISON    OF  FINANCIAL  GROWTH 
*  AND    SCHOOL   COSTS 

15-1 


BANK 
CLEARINGS 

TOTAL  TAX 
LEVY 

A5SE5SED 
VALUATION 

TOTAL  SCHOOL 

COST 

SCHOOL  TAX 


18% 


1900 


1905 


l  i   i    i    '   i 

1910  1915 


PUBLIC  LIBRARY 


129 


130    ,  CO-OPERATING  AGENCIES 

DETROIT     PUBLIC     LIBRARY 

The  Public  Library  of  Detroit,  with  its  main  library  and 
twelve  branches,  ten  in  permanent  buildings  and  two  others 
other  construction,  is  trying  to  keep  pace  with  a  rapidly 
growing  city  making  demands  on  every  department  of  its 
work.  The  main  library  building,  now  quite  inadequate,  is 
to  be  replaced  by  a  building,  now  under  construction  on 
Woodward  Avenue,  worthy  of  the  City  of  Detroit.  All  the 
problems  incident  to  rapid  growth  and  the  changes  neces- 
sary in  every  department  have  occupied  the  attention  of  the 
library  commissioners,  the  librarian,  and  an  increasing 
staff  of  trained  assistants  for  the  past  five  years. 

Many  of  the  branch  buildings  are  near  school  buildings, 
it  being  the  policy  of  the  library  board  to  place  buildings  in 
the  centers  of  population  and  as  near  to  schools  as  possible. 
The  juvenile  circulation  in  the  library  amounts  to  about 
forty-eight  per  cent  of  the  total ;  this  does  not  include  any 
use  of  reference  books  or  work  done  for  high  school  pupils, 
who  use  adult  material. 

Each  branch  is  supplied  with  a  children's  librarian, 
whose  duty  it  is  to  know  her  book  collection  so  thoroughly 
that  she  will  be  able  to  influence  the  reading  of  the  children 
of  the  district,  train  children  to  use  the  adult  collection,  and 
co-operate  with  the  schools  and  all  the  various  institutions  in 
the  district  for  civic  betterment.  The  story-hours  con- 
ducted in  each  branch  are  an  important  factor  in  this 
work. 

Library  use  has  been  greatly  encouraged  by  many  teach- 
ers and  principals  in  the  city  in  some  rather  original  experi- 
ments. During  one  term,  two  principals  sent  each  grade 
from  the  third  to  the  eighth  for  an  hour  of  their  school  time 
to  a  branch  for  an  hour's  instruction  in  how  to  use  books, 
how  to  use  the  catalogue,  and  how  to  take  care  of  books. 
This  was  in  a  district  where  books  for  children  in  the  homes 
are  unknown,  save  as  the  library  supplies  them.  Much  of  the 
co-operation  has  been  with  individual  teachers,  who  felt  the 
need  for  some  special  help  from  the  library  in  guiding  the 
home  reading  or  awakening  some  interest  in  boys  and  girls 
in  books,  or  to  aid  in  counteracting  some  of  "the  social 
pressure"  of  our  modern  city  streets. 

For  all  schools  situated  in  districts  outside  of  a  three- 
quarter  mile  radius  from  a  branch  library  center  the  Schools 
Division  of  the  Library  supplies  boxes  of  books  and  lists 


LIBRARY  131 


adapted  for  children  from  the  third  to  the  eighth  grades. 
Fifty-four  schools  were  supplied  this  year  with  collections 
varying  with  the  needs  of  the  school,  but  frequently  of  too 
limited  a  number  because  of  a  somewhat  inadequate  supply 
of  books  for  lower  grades.  These  collections  serve  more 
than  the  children.  The  books  are  frequently  used  by  teach- 
ers for  reading  aloud  and  also  show  the  teachers  the  books 
which  are  available  and  valuable  for  children.  The  library 
does  not  furnish  sets  of  books  for  supplementary  reading, 
nor  does  it  supply  books  for  reference  use  in  school  rooms. 
The  books  are  lent  for  home  circulation.  It  is  an  acknowl- 
edged fact  that  a  well-selected  number  of  books  which  chil- 
dren may  handle  is  an  enviable  adjunct  to  any  institution. 
It  is,  however,  beyond  the  library's  province  to  furnish 
these,  and  this  matter  is  left  to  the  Board  of  Education. 

The  high  school  libraries  of  Detroit  are  under  the  man- 
agement of  the  Board  of  Education.  Authorities  may  differ 
as  to  whether  there  should  be  Board  of  Education  control, 
library  control,  or  a  joint  control  of  this  important  and  fast- 
growing  institution,  but  no  one  can  deny  that  efforts  not 
backed  by  scholarship,  teaching  experience,  and  a  knowledge 
of  library  methods  are  futile  and  expensive. 

There  are  no  startling  original  features  about  the  work 
for  children  in  the  Detroit  Library,  but  there  never  was  a 
time  in  the  educational  world  when  the  reading  done  by 
children  received  more  careful  attention ;  it  is  also  true  that 
it  needs  and  merits  this  attention.  It  is  some  one's  responsi- 
bility to  see  that  as  few  children  as  possible  in  this  city  miss 
the  joy,  charm,  and  power  of  books ;  and  the  Detroit  Library 
gladly  assumes  its  share  of  that  responsibility. 

The  helpful  assistance  of  Miss  Elisabeth  Knapp,  Chief 

of  the   Schools   Division,   in   compiling   this   statement  is 

heartily  acknowledged. 

ADAM  STROHM, 

Librarian. 

The  following  statistics  show  the  work  of  the  Library 
for  children : 

Number  of  juvenile  books  in  the  main  library,  12  branches, 

stations,  and  schools  collections 53,302 

Circulation  of  juvenile  books,  1914-'15 732,483 

Staff  of  the  children's  department  consists  of  eleven  trained  chil- 
dren's librarians. 


132  CO-OPERATING  AGENCIES 


BOARD      OF      HEALTH 

The  Board  of  Health  through  its  doctors  and  nurses  is 
carrying  on  a  campaign  of  physical  and  social  education 
among  the  citizens  of  every  class  and  nationality,  as  will 
be  evidenced  by  the  fact  that  all  the  elementary  schools 
of  Detroit  (public  and  parochial)  are  visited  every  morning 
by  a  Board  of  Health  doctor.  The  children  in  132  schools 
out  of  162  are  carefully  looked  after  by  nurses. 

Through  its  doctors  and  nurses,  it  aims  to  teach  the 
proper  care  of  the  body  and  the  need  of  improved  sanitary 
conditions.  It  brings  social  service  benefits,  not  only  to  the 
child  in  school,  but  into  his  home.  Thus  this  educational 
work  strikes  at  the  root  of  the  evil  as  well  as  at  its  results. 

This  department  recommends  the  removal  or  treatment 
of  diseased  tonsils  and  adenoids,  the  correction  of  defec- 
tive vision  and  hearing,  and  the  prevention  and  cure  of 
other  physical  ailments  which  impede  the  progress  of  the 
child  in  his  school  work.  This  is  accomplished  not  only  by 
one  but  by  many  visits  to  the  home. 

Special  attention  is  given  to  children  with  tubercular 
tendencies.  Improved  sanitary  conditions,  fresh  air,  and 
wholesome  food  are  doing  much  to  lessen  the  havoc  wrought 
by  this  dreaded  disease.  The  eradication  of  tuberculosis 
depends  in  no  small  degree  on  the  education  and  treatment 
received  in  open  air  schools.  Detroit  has  two,  with  a  com- 
bined enrollment  of  120.  Results  show  that  the  open  air 
treatment  has  accomplished  all  its  promoters  anticipated. 

Two  very  important  features  of  the  Board  of  Health  are 
its  dental  and  eye  clinics,  in  which  thousands  of  school  chil- 
dren are  treated  annually. 

Many  a  child  owes  his  ability  to  walk  to  the  treatment 
received  in  the  orthopedic  department.  Electrical  treat- 
ments and  exercises  are  given  daily  to  renew  the  strength 
and  vigor  of  these  stricken  little  ones.  Only,  however,  by 
the  nurses'  persistent  attention  will  the  child  attend  the 
clinics  regularly  for  treatment. 

Experience  has  proved  that  close  observation  and  special 
study  of  each  case  in  the  sub-normal  department  have 
saved  many  a  life  from  indolence  and  crime,  and  made  self- 
sustaining  dependable  citizens  out  of  a  large  per  cent  of 
feeble-minded  children. 


BOARD  OF  HEALTH 


133 


A  unique  feature  of  the  work  is  "The  Little  Mothers' 
League"  classes.  Girls  of  the  eighth  grade  are  taught 
baby  hygiene,  or  how  to  bathe,  dress,  feed,  and  care  prop- 
erly for  infants. 

GLADYS  F.  MOREHOUSE, 

Supervisor  of  School  Nursing. 
Board  of  Health,  Clinton  and  Rayner  Streets. 


1914  -  1915 
TOTAL   PHYSICAL^  DEFECTS 


Special  Rooms 


Recom- 
mended 


Cor- 
rected 


Schools 


Recom- 
mended 


Cor- 
rected 


Vision 

Hearing 

Nasal  Obstruction. . 

Tonsils 

Pulmonary  Disease. 
Nervous  Disease .  . . 
Cardiac  Disease. . .  . 

Nutrition 

Orthopedic  Defects. 

Skin 

Cervical  Glands. . .  . 

Mentality 

Deformed  Palate. .  . 
Miscellaneous 


Total 


52 

24 

57 

56 

2 

17 

1 

7 

39 

2 

1 

3 


265 


63 

23 

55 

50 

3 

13 

2 

7 

23 

5 

3 

4 


2824 

364 

2274 

5721 

108 

86 

57 

175 

118 

741 

39 

36 

35 

209 


254 


13711 


1201 

132 

595 

828 

62 

25 

27 

57 

67 

419 

28 

5 

10 

139 


4169 


Total  Examined 

Total  Excluded  on  account  of  communicable  diseases 


156311 
6809 


134 


CO-OPERATING  AGENCIES 


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136  CO-OPERATING  AGENCIES 


RECREATION      COMMISSION 

The  Detroit  Recreation  Commission,  because  of  the 
nature  of  its  organization,  is  endeavoring  to  work  out  an 
experiment  in  municipal  departmental  co-operation.  The 
charter  amendment  creating  the  Commission,  which  was 
adopted  November  3,  1914,  provides  that  the  Commission 
shall  consist  of  "Ten  members — Five  citizens  of  Detroit 
appointed  by  the  Mayor  and  the  following  five  members: 
Superintendent  of  Schools,  Park  Commissioner,  Librarian 
of  the  Public  Library,  Police  Commissioner,  and  Commis- 
sioner of  Public  Works. 

The  charter  amendment  further  provides  that  it  shall 
be  the  duty  of  this  Commission  "to  manage,  direct,  and 
care  for  whatever  provisions  are  made  by  the  city  for  play- 
grounds, playfields,  indoor  recreation  centers,  debating  clubs, 
gymnasiums,  public  baths,  and  to  make  the  necessary  in- 
spections as  provided  by  the  ordinances  of  the  city  for  main- 
taining wholesome  and  moral  quality  in  all  forms  of  com- 
mercial recreation  for  which  licenses  are  required  by  the 
city." 

It  becomes  the  policy  of  the  Commission,  therefore,  to 
co-ordinate  the  various  departments  represented  in  an  effort 
to  develop  the  recreational  possibilities  in  each,  rather  than 
to  build  up  a  separate  department  with  its  attendant  dupli- 
cation of  property  and  plant  equipment. 

In  furtherance  of  this  plan  the  Commission  organized, 
and  engaged  a  Superintendent  in  January,  1915.  Later  in 
the  spring  they  were  provided  with  a  budget  of  $157,288.99, 
of  which  approximately  $93,982.25  was  to  be  expended  for 
salaries  and  wages,  $48,306.74  for  equipment  and  running 
expenses,  and  $15,000.00  for  the  purchase  of  additional 
playground  sites.  Actual  organized  work  began  July  1, 
when  this  budget  became  available. 

In  carrying  out  this  plan,  the  Commission  has  super- 
vised organized  play  and  recreation  on  property  under  the 
control  of  the  Board  of  Education ;  the  Public  Library ;  the 
Department  of  Parks  and  Boulevards;  the  Department  of 
Public  Works;  in  the  streets,  which  are  directly  under  the 
supervision  of  the  Police  Department ;  upon  privately 
owned  spaces;  in  social  settlement  houses;  and  in  factory 
club  houses. 


RECREATION  COMMITTEE 


137 


The  winter  program  is  now  in  operation.  It  is  based 
on  the  club  unit.  The  Commission  is  supervising  65  organ- 
ized clubs  brought  together  for  dramatics,  debating, 
athletics,  calisthenics,  hiking,  wireless  telegraphy,  swim- 
ming, folk  and  social  dancing,  arts  and  crafts,  sewing,  and 
choral  singing.  These  meet  in  the  high  school  gymnasiums, 
the  branch  libraries,  graded  school  rooms,  social  settlement 
houses,  factory  welfare  rooms,  and  private  houses.  Each 
group  meets  with  a  director  interested  in  that  particular 
activity.  Close  co-operation  is  maintained  with  the  parents 
by  a  system  of  attendance  records  for  the  junior  groups. 
Democratic  responsibility  is  further  emphasized  by  the 
organization  of  central  councils  of  representatives  from  each 
of  the  clubs  interested  in  the  various  activities.  These 
meet  periodically  with  a  direct  representative  of  the  Com- 
mission to  work  out  general  plans  and  policies. 

The  Recreation  Commission  assumes  the  definite  respon- 
sibility of  furnishing  opportunity  for  a  wholesome  use  of 
their  leisure  time  alike  to  all  adults,  the  young  working 
group,  and  children. 

IRA  W.  JAYNE, 

Superintendent. 

81S  Farwell   Building,  Griswold  near  Grand   River  Avenue. 


CHILDREN'S  DAY,  BELLE  ISLE 


138  CO-OPERATING  AGENCIES 


ART      IN      DETROIT 

The  Detroit  Museum  of  Art,  Jefferson  Avenue  and 
Hastings  Street,  was  organized  in  1885  by  public-spirited 
citizens,  who  gave  the  land  and  erected  the  building.  In 
the  beginning  the  museum  was  supported  by  contributions 
and  entrance  fees,  but  recognizing  that  a  gallery  of  art  is 
as  necessary  to  the  people  of  a  city  as  libraries  and  parks, 
the  city  in  1893  began  to  contribute  to  the  support  of  the 
institution,  the  Legislature  having  granted  the  necessary 
authority  in  1889,  providing  that  the  Museum  should  be  free 
to  the  public  at  all  times. 

In  the  James  E.  Scripps  Collection  the  Museum 
possesses  eighty-five  pictures  of  the  Byzantine,  early  and 
late  Italian,  early  Flemish,  Dutch,  French,  and  English 
schools.  There  is  also  a  collection  of  contemporary  painters, 
including  a  group  of  the  best  works  of  Gari  Melchers,  an 
American  artist  born  in  Detroit,  who  is  represented  in  many 
of  the  great  galleries  of  Europe. 

In  1910,  citizens  raised  money  to  purchase  two  blocks 
of  land  on  Woodward  Avenue  for  the  site  of  a  new  Museum 
of  Art.  The  Public  Library  Board  was  at  the  same  time 
seeking  a  site  for  a  new  Central  Library.  The  opportunity 
was  presented  of  combining  the  two  projects  so  as  to  form  a 
center  of  arts  and  letters,  the  sites  chosen  being  situated 
opposite  each  other  on  the  main  thoroughfare  of  the  city. 
The  Council  and  the  Board  of  Estimates  provided  for  a  bond 
issue  of  $300,000  to  erect  a  building  which  should  house  the 
collections,  the  School  of  Design,  which  is  an  important 
adjunct  of  the  Museum,  and  a  music  hall.  The  library  is 
now  under  construction ;  but  an  adverse  decision  of  the 
Supreme  Court  as  to  the  legality  of  the  bond  issue  has 
deferred  the  carrying  out  of  the  plans  for  the  building  of 
the  new  museum,  school,  and  music  hall.  It  is  hoped  that 
the  legal  status  of  the  Museum  of  Art  will  soon  be  estab- 
lished and  that  the  work  will  proceed. 

A  museum  instructor  has  been  added  to  the  staff  of  the 
museum,  whose  services  are  at  the  disposal  of  the  teachers 
and  pupils  of  the  public  schools  without  charge.  The  in- 
structor gives  informal  talks  in  the  corridors  and  gal- 
leries of  the  museum,  or  stereopticon  lectures  in  the  audi- 


ART  IN  DETROIT  139 


torium,  on  those  portions  of  the  collections  which  are  co- 
ordinated with  class  work. 

Detroit  is  the  home  of  the  Pewabic  Pottery,  2161  Jeffer- 
son Avenue,  the  ware  of  which  is  known  to  connoisseurs 
as  a  distinctively  art  product.  The  makers  of  Pewabic  pot- 
tery have  never  descended  to  commercialism.  Beauty  is 
its  excuse  for  being.  They  ruthlessly  destroy  all  that  does 
not  fulfill  their  ideals,  only  those  pieces  which  they  feel 
will  be  a  permanent  credit  to  the  potter's  art  being  per- 
mitted to  leave  the  pottery.  Visitors  to  the  Pewabic  Pot- 
tery will  find  a  simple  plaster  and  wood  structure,  built 
in  early  English  style  after  a  Kentish  inn,  except  for  the 
high  chimney,  which  has  been  made  a  picturesque  feature 
and  which  proclaims  the  building's  use.  Mary  Chase  Perry 
is  the  originating  and  presiding  genius;  associated  with 
her  is  Mr.  H.  J.  Caulkins.  Miss  Perry's  most  ambitious 
work  is  the  designing  and  making  of  the  pavement  for  the 
Protestant  Episcopal  Cathedral  of  St.  Paul,  Detroit,  a  Gothic 
building  designed  by  Mr.  Ralph  Adams  Crane. 

The  Detroit  Museum  of  Art  possesses  several  examples 
of  Pewabic  Pottery,  the  gift  of  Mr.  Charles  L.  Freer.  A 
remarkable  coincidence  is  the  kinship  of  Pewabic  to  the 
wares  of  the  ancient  potters  of  the  Orient,  as  at  the  time 
Miss  Perry  began  experimentation  to  develop  a  high  fire 
pottery  resembling  porcelain,  she  had  seen  few  of  the  now 
well-known  examples. 

Perhaps  the  work  of  no  modern  potter  was  ever  put  to 
a  severer  test  than  was  Miss  Perry's  when  the  pieces  now 
in  the  Detroit  Art  Museum  were  placed  temporarily  in  the 
famous  Peacock  room  surrounded  by  what  no  less  an 
authority  than  the  late  Professor  Ernest  F.  Fenollosa  has 
pronounced  as  "the  most  comprehensive  and  aesthetically 
valuable  collection  anywhere  known  of  all  the  ancient  glazed 
pottery  of  the  world,  Egyptian,  Babylonian,  Persian,  Indian, 
Chinese,  Korean,  and  Japanese."  It  held  its  own,  harmon- 
ious and  beautiful. 

It  is  a  matter  of  extreme  regret  that,  owing  to  Mr. 
Freer's  prolonged  absence  from  Detroit  and  the  resultant 
closing  of  his  home  and  galleries,  it  is  impossible  for  him 
to  extend  his  hospitality  to  our  visitors. 

The  interior  of  St.  Paul's  Protestant  Episcopal  Cathedral, 
Woodward  and  Hancock  Avenues,  is  full  of  the  Gothic  spirit. 


140  CO-OPERATING  AGENCIES 

The  wood  carving  of  the  pulpit  and  screen  are  unique  in 
America,  being  the  work  of  Oberammergau  craftsmen  in 
America,  while  the  pavement  is  the  work  of  Mary  Chase 
Perry,  the  founder  of  Pewabic  pottery. 

The  First  Unitarian  Church,  Woodward  Avenue  and 
Edmund  Place,  is  worthy  of  a  visit,  having  four  very  beau- 
tiful windows  by  John  Le  Farge,  one  of  which  is  said  to 
be  the  last  work  of  the  kind  designed  by  the  master.  The 
windows  are  seen  in  their  full  glory  and  beauty  when 
illumined  by  the  afternoon  sun. 

The  Society  of  Arts  and  Crafts  plays  an  important  part 
in  the  art  life  of  the  city.  Its  articles  of  incorporation  give 
the  following  as  reasons  for  its  existence:  (a)  To  be  of 
educational  benefit  by  stimulating  interest  in,  and  the  study 
of,  industrial  arts,  thereby  raising  the  standard  of  beauty 
in  articles  of  use;  (b)  To  develop  appreciation  of  beauty  in 
relation  to  design  and  handicraft  by  exposition  and  by 
facilitating  the  distribution  of  the  product  of  individual 
craftsmen's  work  shops.  The  salesrooms  are  most  attrac- 
tive and  are  filled  with  the  finest  work  of  the  best  crafts- 
men in  the  country.  Last  spring,  the  offer  of  George  G. 
Booth,  first  president  and  one  of  the  founders  of  the  society, 
to  give  the  society  a  lot,  on  the  condition  that  the  funds 
for  the  new  building  be  raised  by  the  members,  made 
possible  a  spacious  new  home.  The  entire  $25,000  required 
for  the  erection  of  the  beautiful  new  building  on  Watson 
Street  has  been  pledged  by  members  of  the  society. 

The  Detroit  Society  of  Arts  and  Crafts  is  the  first  of  its 
kind  in  the  United  States  to  build  a  home  for  itself  on  its 
own  property.  Although  it  is  by  no  means  the  oldest  or 
largest  society  in  the  country,  the  Detroit  society  has  taken 
a  leading  part  in  the  advancement  of  art  education,  and 
initiated  the  new  movement  for  industrial  art  development 
by  founding  the  Detroit  School  of  Design.  More  than  fifty 
free  lectures  on  art  have  been  given  by  the  society,  and  it 
has  brought  to  the  museum  of  art  American  and  foreign  art 
exhibits  of  high  quality. 

ALICE  V.  GUYSI, 

Supervisor  of  Drawing. 
Room   14,  oO  Broadway. 

,ib9ffi£D  Isq( 
Jrriqg  oirfroO 


CO-OPERATING  SCHOOL  AGENCIES 


141 


MUSICAL   OPPORTUNITIES 
IN  DETROIT 

Detroit  is  well  provided  with  schools  for  the  higher  study 
of  music  by  students.  The  Detroit  Conservatory  of  Music 
is  the  oldest  established  school  in  the  city.  The  Detroit 
Institute  of  Music  is  newer  but  well  equipped.  The  "Ganopol" 
is  also  a  good  school.  The  Tuesday  Musical  Society  gives 
weekly  concerts  by  its  members  and  engages  the  best  artists 
of  the  country  for  frequent  public  musicals.  The  Detroit 
Symphony  Orchestra  is  now  in  its  second  year,  and  is  fast 
growing  in  merit.  Concerts  are  given  by  this  organization  at 
least  twice  a  month.  The  Orpheus  Club  is  a  male  oganiza- 
tion  giving  concerts  once  a  month  with  the  assistance  of 
some  outside  artist.  The  Mendelssohn  Club  is  a  large  chorus 
giving  at  least  one  oratorio  each  year. 

THOMAS   H.  CHILVERS, 

Director  of  Music. 
Room  13,  50  Broadway. 


OPEN  AIR  CONCERT  STAND,  BELLE  ISLE  PARK 


142  CO-OPERATING  AGENCIES 


HOME  AND  SCHOOL  GARDENS 

Of  the  many  activities  of  the  Twentieth  Century  Club 
of  Detroit  the  work  of  the  Home  and  School  Gardening 
Committee  is  the  largest  and  most  regarded.  The  com- 
mittee aims  to  give  boys  and  girls  an  opportunity  for  many- 
sided  development,  to  afford  wholesome  recreation,  and  to 
lay  a  foundation  for  a  vocation  in  later  life.  The  work 
proceeds  entirely  upon  an  altruistic  basis.  All  net  profits 
are  used  to  promote  interest  in  gardening.  Vegetable  and 
flower  seeds  at  the  price  of  one  cent  a  packet  are  dis- 
tributed to  children  in  all  elementary  grades  of  the  public 
schools  of  Detroit  for  home  gardens.  The  number  of  chil- 
dren purchasing  seeds,  last  spring,  was  20,905. 

The  club  has  maintained  and  operated  three  practical 
school  gardens  since  1910,  and  has  assisted  with  another. 
The  land  is  loaned  by  philanthropic  men,  while  the  Club 
supplies  all  necessary  labor  and  equipment.  A  supervisor 
and  one  instructor  have  been  provided  by  the  Board  of 
Education  for  the  past  two  years.  All  pupils  above  the 
fourth  grade  are  eligible  to  membership.  The  only  requi- 
sites are  regular  attendance  and  application  for  a  few  hours 
each  week  during  the  season.  Self-government,  under 
supervision,  prevails  in  the  garden,  where  each  child  is 
taught  to  prepare,  plant,  and  take  care  of  his  own  plot.  The 
products  belong  to  the  child  to  do  with  as  he  pleases. 

Last  season  interest  increased  immensely  when  markets 
were  organized  to  dispose  of  the  surplus  vegetables.  As 
the  earnings  from  the  markets  increased,  the  instructors 
encouraged  children  to  start  bank  accounts,  and  as  a  result 
one  boy,  ten  years  old,  at  the  close  of  the  season,  had  a 
deposit  of  ten  dollars  saved  from  his  garden  earnings. 

As  differentiated  from  school  gardens,  supervised  home 
gardening  was  initiated  last  spring.  Of  twenty  gardens 
begun,  eighteen  survived  the  season.  The  results  were 
extremely  gratifying  in  that  the  moral  effects  were  so  dis- 
tinctly marked. 

The  public  school  teachers  co-operate  effectively  by  en- 
couraging pupils  in  planting  gardens  and  window  boxes,  and 
by  arranging  exhibits  of  flowers  and  vegetables  grown  in 
the  pupils'  school  and  home  gardens.      Such    competitive 


SCHOOL  GARDENS 


143 


exhibits  are  held  annually  in  the  public  schools  in  Sep- 
tember. Their  educational  value  and  importance  as  a  factor 
in  uniting  school  and  home  are  undisputed. 

By  official  action  of  the  Board  of  Estimates,  home  and 
school  gardening  will  become  a  part  of  the  activities  of 
the  Recreation  Commission  in  1916.  Under  such  protection 
it  must  expand,  and  the  opportunity  for  this  educational, 
industrial,  moral  training,  which  leads  to  efficiency,  will,  in 
time,  be  open  to  every  child  in  the  city  of  Detroit. 

MARY  HAMILTON  GROSVENOR, 

Supervisor  of  Gardens. 
Twentieth  Century  Club. 


XI.   W.       *»     ^ 

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A  FLOWER  FESTIVAL  AT  THE   SILL  SCHOOL 


144 


CO-OPERATING  AGENCIES 


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SCHOOL  GARDENS 


145 


INDIVIDUAL  PLOTS 


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146  CO-OPERATING  AGENCIES 

THE      YOUNG     MEN'S      CHRISTIAN 
ASSOCIATION 

Over  the  walls  of  a  school  in  Germany  is  inscribed  this 
motto : 

"When  wealth  is  lost,  nothing  is  lost, 
When  health  is  lost,  something  is  lost, 
When  character  is  lost,  all  is  lost." 

This  expresses  a  great  fundamental  truth  regarding  the 
significance  of  good  sound  character.  Few  educators  today 
fail  to  recognize  the  character-building  phase  of  education. 
Herbert  Spencer  tells  us  that  "Education  discharges  the 
function  of  preparing  us  for  complete  living."  It  is  not 
enough  that  by  instruction  and  training  the  student  becomes 
possessor  of  a  certain  fund  of  knowledge.  Education  as  a 
larger  term  implies  "the  discipline  of  the  intellect,  the 
establishment  of  principles,  and  the  regulation  of  the  heart." 

The  Young  Men's  Christian  Association  has  since  its 
inception  been  recognized  as  a  character-building  institu- 
tion for  young  men.  Its  emphasis  upon  the  three-sided 
development  and  its  splendid  equipment  for  sustaining  a 
program  of  activities  to  that  end  has  been  conceded  by  all. 
Not  until  a  few  years  ago,  however,  did  the  leaders  of  the 
association  movement  fully  appreciate  their  privilege  and 
opportunity  of  supplementing  the  secondary  school  program 
in  this  regard. 

To  carry  out  this  idea,  clubs  were  formed  in  several 
of  the  leading  high  and  preparatory  schools  of  the  country. 
This  form  of  organization  was  chosen  because  it  has  become 
recognized  as  the  best  means  of  doing  effective  work  with 
boys.  There  are  now  approximately  500  such  clubs  in  dif- 
ferent parts  of  the  United  States.  The  first  club  to  be 
organized  in  Detroit  was  at  Central  High  School  in  the 
Spring  of  1911,  under  the  direction  of  David  R.  Porter,  at 
one  time  a  student  at  Bowdoin  College  and  later  at  Oxford 
as  a  Rhodes  Scholar.  There  is  now  such  a  club  in  each 
of  the  five  high  schools  of  the  city  and  an  affiliated  club  in 
Highland  Park. 

The  purpose  of  the  club  is  "To  create,  maintain,  and 
extend  throughout  the  school  high  standards  of  Christian 


148 


CO-OPERATING  AGENCIES 


I  i 


HIGHLAND  PARK  CLUB 


^fvf.^4  «|#  A 


NORTHWESTERN  HIGH  SCHOOL  CLUB 


Y.  M.  C.  A. 


149 


character."  "Clean  living,  clean  speech,  clean  athletics" 
constitutes  the  slogan.  In  each  case  the  club  has  been 
started  by  working  through  a  picked  group  of  the  leading 
boys  in  the  school,  the  object  being  to  work  for  character 
through  the  boys  themselves.  The  organization  consists 
of  president,  vice-president,  secretary,  and  treasurer  elected 
by  the  club,  an  advisory  committee  picked  from  the  school 
faculty,  and  as  many  other  committees  as  circumstances 
may  require.  A  series  of  monthly  suppers,  with  strong 
after-dinner  speakers,  and  a  weekly  discussion  group  in 
character  study,  constitute  the  program.  The  suppers  are 
held  at  the  Y.  M.  C.  A.,  the  weekly  meetings  usually  in  the 
different  communities,  but  not  in  the  high  school  except  at 
Highland  Park. 

C.  A.  GOODWIN, 

Secretary  for  High  School  Students. 
Young  Men's  Christian  Association. 
Witherell  and  Adams  Avenue. 


ANNUAL  BANQUET  OF  SCHOOL  CLUB  MEMBERS,  January,  1915 


150  CO-OPERATING  SCHOOL  AGENCIES 

YOUNG    WOMEN'S     CHRISTIAN 
ASSOCIATION 

Several  years  ago  a  group  of  high  school  girls  gathered 
at  the  Young  Women's  Christian  Association  to  discuss  the 
possibility  of  Christian  association  clubs  among  school  girls. 
From  that  group  have  grown  five  girls'  high  school  clubs, 
one  in  each  of  four  high  schools  in  Detroit  and  one  in 
Highland  Park.  An  earnest  desire  among  the  members 
of  these  groups  to  create  and  maintain  high  standards 
among  their  schoolmates  has  resulted  in  an  organization 
similar  in  form  to  the  Young  Women's  Christian  Associa- 
tions in  colleges,  acting  under  a  constitution  which  must  be 
signed  by  all  members.  In  most  cases  the  purpose  is  four- 
fold, embracing  a  definite  standard  of  scholarship,  an  active 
study  of  and  participation  in  social  service,  a  constant  effort 
to  broaden  the  social  life  of  the  club  through  a  democratic 
membership  open  to  all  girls,  and  the  encouragement  of  the 
religious  side  of  their  natures,  through  bible  study  and  a 
reverence  for  the  beliefs  of  all,  be  they  Jewish,  Catholic, 
or  Protestant. 

Individually  the  clubs  meet  weekly  with  varying  pro- 
grams, including  open  meetings  addressed  by  outside  speak- 
ers, business  meetings,  study  and  discussion  groups,  and 
social  events.  Collectively  the  clubs  meet  every  other  month 
for  a  joint  supper  followed  by  a  short  talk  of  inspirational 
character.  Some  special  events  during  the  year  are  con- 
trolled by  a  Cabinet  composed  of  officers  from  all  clubs.  One 
is  the  Annual  Girls'  Conference  held  for  two  days  each 
autumn,  which  brings  among  us  such  leaders  of  girls  as 
Miss  Margaret  Slattery  of  Boston  and  Miss  Gertrude  E. 
Griffith  of  New  York.  Another  joint  event  is  the  Christmas 
party.  For  two  years  a  group  of  over  two  hundred  and 
fifty  Hungarian  children  of  Delray  have  been  brought  to 
the  building  for  their  Christmas.  This  year  the  high  school 
clubs  have  invited  the  girls  of  the  continuation  school  to 
be  their  guests. 

A  summer  camp  has  been  quite  an  important  feature 
of  our  club  work.  During  the  summer  of  1915  fifty-three 
girls  weathered  part  of  a  severe  camping  season  by  Lake 
St.  Clair.  We  are  looking  forward  to  even  larger  numbers 
for  the  future. 


Y.  W.  C.  A. 


161 


In  addition  to  the  high  school  work  several  smaller  clubs 
of  grade  school  girls  are  conducted  by  the  Association,  chief 
among  which  is  a  club  of  over  sixty  little  girls  meeting  on 
Saturday  morning  for  an  hour  of  club  work  followed  by  an 
hour  of  gymnasium. 

GULA  E.  GAMBLE. 

Number  of  Student  Association  Clubs 16 

Number  of  Affiliated  Student  Clubs 7 

Total  Membership   425 

Attendance  (Approximate)  for  1915.  *; 8,424 

Social  Service  Work 

Books  and  gymnasium  equipment  for  two  high  school 
girls. 

Baskets  of  food,  clothing,  etc.,  to  poor. 

Flowers  to  sick. 

Parties  and  equipment  for  Children's  Free  Hospital. 

Thanksgiving  and  Christmas  celebrations  in  homes  of 
poor. 

Camping  expenses  of  six  girls. 

Christmas  party  at  building. 


Y.  W.  C.  A. 

The  Summer  Camping  Party. 


152  CO-OPERATING  SCHOOL  AGENCIES 


BOARD      OF      COMMERCE 

Co-operation  from  the  leading  commercial  organizations 
is  due  the  Board  of  Education  in  every  city.  In  most  Amer- 
ican cities  the  problem  of  education  so  far  as  it  relates  to 
business  is  so  complex  that  the  layman  in  a  chamber  of 
commerce  has  little  to  guide  him  in  trying  to  assist  the 
schools.  In  Detroit,  however,  the  educational  problem  is 
much  more  homogeneous.  This  is  a  factory  town.  Over 
180,000  people  are  employed  in  the  factories  of  the  greater 
city.  It  is  natural  for  business  men,  therefore,  to  see  the 
work  of  education  as  the  single  problem  of  educating  the 
young  men  who  will  work  in  the  factory  or  improving  the 
education  of  those  already  engaged  there.  The  problem,  in 
other  words,  is  large  enough  and  simple  enough  to  be  ap- 
parent to  the  laymen  among  business  men  and  to  secure 
their  active  co-operation. 

For  years,  accordingly,  the  Detroit  Board  of  Commerce 
has  been  assisting  the  Department  of  Education.  It  is  co- 
operating at  the  present  time  in  two  ways:  first,  through 
its  Committees  on  Education,  and,  second,  through  the 
Executives'  Club. 

The  Committee  on  Education  includes  in  its  membership 
Dr.  Charles  E.  Chadsey,  Superintendent  of  Schools,  and  has 
for  its  chairman  Mr.  Henry  W.  Hoyt,  General  Manager  of 
the  Great  Lakes  Engineering  Works,  a  man  who  has  for 
years  given  his  attention  to  industrial  education  and  who 
has  been  a  mainstay  of  support  among  business  men  for  the 
Cass  Technical  High  School.  The  committee  this  year  has 
been  associated  with  the  National  Americanization  Com- 
mittee in  the  effort  to  increase  the  attendance  of  non- 
English-speaking  foreigners  in  the  night  schools  of  the  city. 
The  appropriation  for  classes  to  teach  English  to  foreigners 
was  nearly  doubled  this  year,  and  largely  through  the  efforts 
of  the  Board  of  Commerce  the  attendance  of  these  schools 
has  considerably  more  than  doubled.  The  Educational  Com- 
mittee worked  directly  with  the  managements  of  factories, 
who  not  only  helped  thoroughly  to  advertise  the  opening  of 
the  night  schools,  but  even  exerted  pressure  on  non-English- 
speaking  foreigners  in  their  employ  to  attend,  many  giving 
them  the  alternative  of  going  to  school  or  losing  their  jobs. 
The  Board  of  Commerce's  Educational  Committee  has  en- 


BOARD  OF  COMMISSIONERS 


153 


gaged  a  man  to  give  his  full  time  permanently  to  the  work 
of  encouraging  attendance  at  night  schools  and  there  are  a 
number  of  factories  which  have  been  glad  to  promise  that 
they  will  not  relent  in  their  efforts  until  every  foreigner  in 
their  employ  has  learned  to  speak  English. 

The  work  of  the  Executives'  Club  in  connection  with 
education  has  been  more  in  the  direction  of  industrial 
education.  This  organization  has  laid  the  foundation  for  a 
thorough  study  of  the  needs  of  boys  in  the  techincal  high 
school  and  in  the  part-time  continuation  courses.  It  has 
sent  its  vice-president  to  several  other  cities  to  study  the 
industrial  educational  work  there,  and  made  Mr.  E.  G.  Allen, 
principal  of  the  shop  courses  at  Cass  Technical  High  School, 
an  honorary  member  of  the  Executives'  Club  in  order  that 
the  factory  managers  who  compose  it  may  be  brought 
into  closer  touch  with  the  school  work.  The  Employment 
Managers'  group  of  the  Executives'  Club  has  given  a  good 
deal  of  study  to  the  problems  of  both  pre-vocational  and 
part-time  continuation  education. 


BOYD  FISHER, 

Vice  President  Executive's  Club. 


Board  of  Commerce. 


BOARD  OF  COMMERCE 
Fort  and  Wayne  Streets 


154  CO-OPERATING  SCHOOL  AGENCIES 


W  0  M  E  N'S     CLUBS 

My  subject,  "Women's  Clubs  as  one  of  the  Co-operating 
School  Agencies,"  when  viewed  from  various  angles  might 
offer  an  excuse  for  raising  a  monument  to  Herculean  effort. 
Our  desire  to  work  hand  in  hand  with  the  teacher  has 
always  been  a  sincere  one  and  the  inspiration  of  many  of 
the  activities  promulgated  by  the  club  women.  To  supple- 
ment text-book  knowledge  by  stimulating  an  interest  in  the 
broader  culture  of  living  the  truths  inculcated  by  the  con- 
scientious teacher  is  our  principle  of  co-ordination.  In  fact, 
the  vision  of  the  co-workers  is  best  analyzed  by  James 
Whitcomb  Riley.  "It's  the  good  apple  tree  that  has  the 
most  clubs  thrown  at  it." 

The  pioneer  in  this  work,  Mrs.  Clara  B.  Arthur,  was 
misunderstood  when  she  began  the  work  of  organizing  a 
playground.  Through  her  efforts,  however,  Detroit  was  the 
fifth  city  in  the  United  States  to  have  a  playground.  It  was 
financed  and  supervised  by  a  band  of  enthusiastic  volun- 
teers. They  went  to  the  grounds  early  and  staid  until 
ordered  off  by  the  janitor.  After  three  years  of  continuous 
service,  the  committee  was  relieved  by  the  Board  of  Educa- 
tion, who,  in  turn,  surrendered  to  our  famous  Recreation 
Commission. 

The  Detroit  Federation  of  Women's  Clubs  has  initiated 
and  mothered  many  other  good  things.  One  of  them  is 
bathing  facilities,  notably  showers  in  the  public  schools. 

Another  is  the  Free  Lecture  Course,  which  was  inaug- 
urated sixteen  years  ago  and  is  still  in  operation.  The 
purpose  of  this  was  to  provide  some  kind  of  lecture, 
musicale,  or  entertainment  which  would  interest  whole 
families  and  make  the  school  house  a  social  center.  Much 
is  accomplished  by  this  movement,  because  the  possibilities 
for  developing  resourcefulness  in  the  center  are  great,  and 
neighborhood  talent  is  often  heard  to  advantage. 

The  "Home  and  School  Gardens,"  mentioned  on  Page 
142,  had  their  inception  in  the  Twentieth  Century  Club,  as 
did  the  anti-cigarette  work  that  has  been  done  in  Detroit. 
The  campaign  conducted  in  the  schools  last  year  in  this 
connection  was  the  most  vigorous  in  the  history  of  the 
anti-cigarette  movement.     Its  success  was  largely  due  to 


WOMEN'S  CLUBS 


155 


2U*  W 

W4 


r**w 


How  many  do  not  smoke  cigarettes? 


FOUR  BOYS  OF  THE  SAME  AGE 
The  two  little  fellows  smoke  cigarettes 


156 


CO-OPERATING  AGENCIES 


TWENTIETH  CENTURY  CLUB 
Elizabeth  and  Witherell  Streets 


DETROIT  ATHLETIC  CLUB 
Madison  and  John  R.  Streets 


WOMEN'S  CLUBS  157 


Supt.  Charles  E.  Chadsey,  who  gave  it  his  unqualified  ap- 
proval, which  enlisted  the  generous  co-operation  of  the 
teachers. 

The  Jewish  Woman's  Club  serves  penny  lunches  in  three 
schools — the  Bishop,  the  Annex,  and  the  Clinton, — in  the 
crowded  district  of  our  city ;  and  the  evidence  is  ample  that 
better  mental  ability  is  attained  when  the  "inner  organ"  is 
satisfied. 

A  similar  effort  among  the  Hungarians  by  the  Detroit 
Federation  of  Women's  Clubs 'four  years  ago  showed  the 
great  need  of  proper  nourishment.  If  these  little  bodies 
were  properly  fed,  they  would  be  sure  to  grow  up  without 
the  craving  for  alcohol  and  cigarettes. 

Junior  Civic  Leagues,  Safety  First  Clubs,  and  Annual 
Welfare  Associations  have  been  well  started  by  the  women's 
clubs  of  Detroit,  but  the  laborers  have  been  too  few.  Often 
chairmen  with  broad  outlook  overestimate  the  leisure  time 
of  the  housekeeper  and  homemaker,  and  err  in  planning  too 
much  work;  then,  too,  the  results  were  more  far-reaching 
and  the  work  more  interesting,  in  the  days  when  politics 
were  not  so  absorbing. 

The  striving  of  the  club  woman  and  mother  is  not  for 
a  Puritanical  ideal  but  enough  of  the  atmosphere  described 
by  James  Russell  Lowell  in  his  tribute  to  Agassiz: 

"But  though  such  institutions  might  not  cheer, 
Yet  life  was  good  to  him,  there  or  here; 
With  that  sufficing  joy,  the  day  was  never  cheap." 

NETTIE  CLARK  CARON, 

Director  of  Pliilanthrofihy  and  Reform. 
Twentieth  Century  Club. 


158  TEACHERS'  ACTIVITIES 

THE       DETROIT     TEACHERS' 
ASSOCIATION 

When, under  the  able  leadership  of  its  founder  and  first 
president,  Webster  Cook,  the  Detroit  Teachers'  Association 
was  organized  in  1898,  it  was  with  the  avowed  purpose  of 
advancing  the  interests  of  teachers  in  the  Detroit  public 
schools  and  stimulating  self-improvement  among  them. 

How  well  it  has  carried  out  its  purpose  is  demonstrated 
by  the  growth  of  the  organization  from  700  to  1800  mem- 
bers, a  growth  which  has  kept  pace  with  the  expansion  of 
Detroit's  school  system. 

Many  and  varied  have  been  its  activities.  From  its 
inception,  classes  in  French  and  German  have  been  con- 
tinuous. In  French  and  German,  university  credits  are 
given.  At  present  a  class  in  Spanish  is  in  progress  also. 
At  different  times  classes  in  physical  training,  elocution, 
free-hand  drawing,  book-keeping,  parliamentary  law,  and 
ilustrated  art  have  been  conducted.  More  recently  arrange- 
ments have  been  made  for  classes  in  swimming,  folk- 
dancing,  gymnastics,  and  black-board  drawing. 

Men  of  distinction  in  their  several  lines  of  endeavor  have 
given  lectures,  singly  and  in  series,  under  our  auspices. 
Among  these,  in  1902,  was  Mr.  Leon  Cole,  member  of  the 
Harriman  Literary  and  Scientific  Expedition  into  Alaska, 
in  1899,  at  whose  lecture,  illustrated  by  stereopticon,  the 
eighth  grade  pupils  were  our  guests.  Stereopticon  views 
were  in  that  day  somewhat  novel. 

The  late  James  E.  Scripps,  distinguished  citizen  and  art 
collector,  gave  us  a  course  of  lectures  on  Architecture ;  while 
James  Whitcomb  Riley,  Professor  Richard  Burton  of  the 
University  of  Minnesota,  and  Professors  Henderson,  Cross, 
and  Wenley  of  the  University  of  Michigan,  Sir  Robert 
Baden-Powell,  and  Commander  Evans  of  the  Scott  Ant- 
arctic Expedition,  and  such  artists  as  Miss  Kitty  Cheatham 
and  Madam  Schumann-Heink,  have  in  their  turn  given  us 
inspiration  and  pleasure.  In  1909,  came  the  Rev.  Robert 
George,  of  Cleveland,  the  proceeds  of  whose  lecture  on 
Hiawatha  formed  the  nucleus  of  a  fund  drawn  upon  by  the 
Children's  Relief  Comittee  to  provide  eye-glasses  and 
crutches  for  afflicted  children  in  our  schools. 

Mr.  Frank  Roberson  of  travelogue  fame  has  given  three 
series  of  lectures  under  our  auspices.  Because  of  their  un- 
questionable educational  value,  the  attendance  of  pupils  has 
been  encouraged  at  these  lectures. 


DETROIT  TEACHERS'  ASSOCIATION  159 

In  times  of  disaster,  contributions  from  our  treasury 
have  been  sent  to  sufferers  in  Galveston,  San  Francisco,  and 
Dayton.  Gifts  or  loans  of  money  have  been  made  to  some 
of  our  own  members. 

The  ties  of  friendship  have  been  strengthened  by  meet- 
ing annually  at  a  boat-ride  or  in  some  more  formal  social 
function.  Among  these  was  a  reception  in  honor  of  former 
Superintendent  Wales  C.  Martindale  and  Mrs.  Martindale. 
On  another  occasion,  our  present  Superintendent,  Dr. 
Charles  E.  Chadsey,  and  Mrs.  Chadsey  were  formally  wel- 
comed. 

Hospitality  has  been  given  the  stranger  within  our  gates. 
Delegations  of  teachers  from  Toronto,  Canada,  Ohio,  the 
Michigan  State  Teachers  in  Convention,  and  the  N.  E.  A. 
have  been  offered  some  form  of  entertainment  by  this  asso- 
ciation; and,  during  their  stay  in  Detroit,  eleven  members 
of  the  Moseley  Expedition  were  our  guests  at  the  Hotel 
Tuller. 

In  1906,  after  a  period  of  fifteen  years,  during  which 
teachers'  salaries  had  remained  static,  a  salary  raise  was 
obtained.  Another  salary  adjustment  was  made  in  1912. 
Both  these  victories  were  due  to  the  work  of  the  indefatig- 
able committees  chosen  from  our  ranks. 

The  granting  of  Sabbatical  Leave  to  teachers  desiring 
to  spend  a  year  in  study  was  a  measure  which  received  the 
hearty  endorsement  of  our  Superintendent,  and  when  passed 
by  the  Board  of  Education  was  hailed  with  enthusiasm  by 
the  profession.  After  several  of  our  members  had  taken 
advantage  of  this  educational  opportunity,  came  the  deci- 
sion of  the  Corporation  Counsel  that  the  act  was  illegal. 
In  this  instance  public  spirited  citizens  came  to  the  rescue. 

Affiliation  with  the  Michigan  State  Federation  of  Teach- 
ers' Clubs  brought  us  into  accord  with  the  desire  of  the 
state  teachers  to  secure  the  enactment  of  a  State  Teachers' 
Retirement  Fund  Bill,  that  all  might  share  such  benefits 
as  had  accrued  to  Detroit  teachers  through  the  operation 
of  our  local  pension  law.  This  bill,  formulated  by  Judge 
William  G.  Carpenter,  whose  generosity  made  it  possible 
for  the  Detroit  Teachers'  Association  to  assume  this  part 
of  the  financial  burden  without  straining  the  resources  of 
their  treasury,  was  passed  by  the  last  legislature. 

Alert  to  the  needs  of  the  teaching  body,  our  loyal  mem- 
bers unite  in  deeds  of  service  of  benefit  to  themselves  and 
Others.  ELEONORE  C.  BACHMANN, 

Goldberg  School.  President. 


160  TEACHERS'  ACTIVITIES 

THE     DETROIT     PRINCIPALS' 
ASSOCIATION 

Formed  over  twenty  years  ago,  this  association  was 
the  pioneer  educational  organization  of  the  City  of  Detroit, 
and  for  many  years  it  performed  most  of  the  various  func- 
tions now  distributed  among  the  different  educational  socie- 
ties connected  with  the  public  school  system. 

Because  the  necessity  of  some  association  of  school  prin- 
cipals was  so  apparent  and  the  usefulness  of  the  proposed 
organization  so  evident,  the  plan  was  popular  at  the  outset, 
and  every  principal  in  Detroit  became  a  member  as  soon  as 
an  opportunity  was  presented. 

The  intention  of  the  originators  was  to  form  and  perfect 
an  organization  of  such  nature  that  its  members,  through 
the  intercourse  incident  to  its  meetings,  might  become  bet- 
ter acquainted.  It  was  hoped  that  a  spirit  of  harmonoius 
co-operation  might  result.  It  was  expected  that  much  of 
the  thought  expressed  at  the  meetings  would  concern  itself 
with  the  methods  by  which  each  of  the  members  was  en- 
deavoring to  attain  his  particular  ideal.  It  was  clearly  rec- 
ognized that,  while  the  body  of  principals  were  thoughtful, 
earnest,  and  purposeful  men  and  women,  there  were  certain 
ones  whose  treatment  of  some  specific  feature  of  their  work 
was  noticeably  superior  to  that  of  others.  If  an  exchange 
of  ideas  should  demonstrate  that  the  methods  of  the  suc- 
cessful ones  were  such  as  might  be  generally  followed,  it 
was  logical  to  suppose  that  the  average  quality  of  the  execu- 
tive and  supervisory  work  of  the  principals  would  be 
improved. 

As  soon  as  the  association  began  its  work  the  value  of 
the  organization  was  apparent,  and  its  subsequent  history 
has  been  a  continuous  tribute  to  the  prophetic  wisdom  of 
the  men  and  women  who  proposed  it. 

At  a  time  when  the  educational  atmosphere  was  elec- 
trical with  new  and  startling  suggestions,  when  the  peda- 
gogic hobbyists  were  filling  the  professional  journals  and 
using  the  daily  press  to  promote  their  own  peculiar  doc- 
trines, when  references  to  the  "New  Education"  or  the 
"Parker  Idea"  fairly  reverberated  in  the  lecture  halls,  when 
"Learn  to  Do  by  Doing"  was  a  slogan,  the  Detroit  Prin- 


DETROIT  PRINCIPALS'  ASSOCIATION  161 

cipals'  Association  calmly  and  judicially  discussed  each 
novelty  as  it  was  presented,  reduced  exaggerated  claims  to 
reasonable  probabilities,  recommended  what  seemed  sound 
and  constructive,  and  rejected  what  appeared  to  be  merely 
visionary  or  iconoclastic.  Its  effect  on  the  educational  poli- 
cies of  the  Detroit  school  system  was  most  salutary.  It 
probably  contributed  more  than  any  other  local  influence 
toward  the  attainment  of  those  sound  pedagogic  funda- 
mentals which  have  long  distinguished  Detroit's  educational 
propaganda. 

The  limitations  of  space  permit  even  a  mere  mention  of 
many  of  the  activities  of  this  "association.  However,  it 
should  be  observed  that  the  first  university  extension  work 
in  Detroit  was  introduced  and  encouraged  by  it,  and  that 
through  its  committees  many  of  the  important  questions 
concerning  courses  of  study,  distribution  of  pupils'  time, 
etc.,  have  been  digested,  and  recommendations  made  to  the 
proper  authorities,  all  of  which  have  been  courteously 
received  and  most  of  which  have  been  adopted  in  some 
modified  form  if  not  in  their  entirety. 

FRED  W.  MOE, 

President. 
Jefferson  School. 


CHILDREN'S  DAY,  BELLE  ISLE 


162  TEACHERS'  ACTIVITIES 


THE     DETROIT     WOMEN     PRINCIPALS' 

CLUB 

Several  years  ago  the  women  principals  of  Detroit  real- 
ized that  the  school  system  was  growing  so  fast  that  they 
were  not  getting  acquainted  with  their  co-workers,  so  in 
February,  1911,  a  call  came  to  organize  a  club. 

A  meeting  was  held  in  the  Jones  School  and  a  constitu- 
tion which  says,  "The  Object  of  this  Club  shall  be  the  for- 
warding of  the  educational  interests  of  the  city  and  the 
promoting  of  a  closer  fellowship  among  its  members,"  was 
adopted. 

All  women  who  are  principals  of  the  Detroit  Public 
Schools,  assistant  principals,  supervisors,  assistant  super- 
visors, grade  principals,  or  heads  of  departments  are 
eligible. 

The  meetings  are  held  once  a  month,  from  October  to 
May  inclusive.  The  program  of  the  day  is  preceded  by  a 
business  meeting  and  light  refreshments  are  served  by  the 
House  Committee  of  the  Club. 

The  Club  has  done  considerable  work  along  the  child 
welfare  lines.  Two  schools  have  been  furnished  supplies 
with  which  to  serve  penny  lunches  to  the  children  during 
the  morning  recess.  In  one  of  these  schools,  some  of  the 
children  come  from  the  poorest  homes  and  others  are 
brought  to  school  by  their  nurse  maids.  Poor  and  rich 
alike  appreciate  this  lunch  and  it  is  a  common  occurrence 
for  some  little  fellow  to  hand  his  teacher  what  he  calls  "A 
Thank  You"  the  next  day.  Sometimes  this  consists  of  a 
small  package  of  sugar  for  the  cocoa  or  a  small  sealed  box 
of  wafers. 

Among  other  topics  of  educational  interest  the  club  has 
had  lectures  on  the  Montessori  Method  in  Rome  and  in  the 
United  States  by  Miss  Ellen  Yale  Stevens,  Brooklyn  Heights 
Seminary,  and  Dr.  William  H.  Kilpatrick,  Teachers'  College, 
Columbia  University.  Mrs.  Milner,  a  member  of  the  faculty 
of  the  Detroit  University  School,  has  given  a  clear  and  com- 
prehensive talk  on  the  American  School  Peace  League ;  and 
Miss  Elizabeth  Cleveland,  head  of  the  continuation  work, 
has  discussed  The  Girls'  Continuation  Schools  in  Detroit. 


WOMEN  PRINCIPALS'  ASSOCIATION  163 

Last  year  Edward  Howard  Griggs,  under  the  auspices  of 
the  Women  Principals'  Club,  addressed  the  teachers  of 
Detroit  on  "What  is  Progress :  A  Study  in  Modern  Civiliza- 
tion." Dr.  Leo.  M.  Franklin  gave  a  talk,  "A  Survey  of  the 
Fundamental  Social  Needs  of  Detroit,"  and  Miss  Ada  Free- 
man told  about  "Detroit's  Juvenile  Courts  and  The  Asso- 
ciated Charities." 

Perhaps  the  most  enjoyable  social  afternoon  was  a  recep- 
tion by  the  Club  to  our  Superintendent,  Dr.  Charles  E. 
Chadsey,  and  Mrs.  Chadsey.  During  the  years  1914  and 
1915,  delightful  afternoons  were  spent  with  music.  Mrs. 
James  S.  Park  and  Miss  Sophie  Clark  interpreted  Filipino 
and  Indian  music,  and  American  music  from  1492  through 
the  War  of  1812.  On  two  afternoons  the  music  was  fur- 
nished by  members  of  the  Club. 

This  year  Mrs.  Park  and  Miss  Clark  will  continue  their 
work  on  American  music  and  the  other  meetings  will  be 
devoted  to  Detroit  and  Michigan  along  educational,  indus- 
trial, commercial,  and  artistic  lines. 

RACHEL  McKINNEY. 

Columbian  School. 


ft. 


COUNTY  BUILDING 
Cadillac  Square 


164  TEACHERS'  ACTIVITIES 


DETROIT     SCHOOLMEN'S     CLUB 

Nine  years  ago  last  June  the  men  principals  of  the 
Detroit  City  Schools  met  in  the  Washington  Normal  School 
and  organized  the  Detroit  Men  Principals'  Club.  The  first 
president  was  Mr.  T.  P.  Twiggs,  at  that  time  principal  of 
the  Bishop  School.  The  club  prospered  and  did  much  to 
promote  the  educational  interest  of  the  members,  and  also 
provided  a  pleasant  means  of  social  intercourse. 

So  successful  was  this  organization  that  in  December, 
1910,  it  was  decided  to  broaden  the  work,  and  to  this  end 
the  name  was  changed  to  the  Detroit  Schoolmen's  Club,  and 
the  privileges  of  the  new  association  were  extended  to  all 
the  male  teachers  in  the  Detroit  City  Day  Schools.  Mr. 
C.  N.  Munro  was  the  first  president.  The  aim  and  purpose 
of  the  Club  can  best  be  set  forth  by  quoting  from  its  con- 
stitution : 

"The  objects  of  the  Club  shall  be: 

(a)  To  promote  the  educational  interests  of  Detroit. 

(b)  The  cultivation  of  good  fellowship  among  the 

men  teachers  in  the  schools." 

The  new  club  is  now  in  the  sixth  year  of  its  existence. 
It  has  grown  from  66  members  in  1910  to  201  in  1915,  and 
before  the  close  of  the  present  school  year  it  is  expected 
that  every  man  teacher  in  the  Detroit  schools  will  be  a 
member. 

It  has  been  the  custom  of  the  club  to  hold  four  meetings 
each  year,  and  at  these  meetings  some  man  prominent  in 
business,  educational,  or  political  life  has  addressed  the 
members.  This  year  the  club  is  working  under  a  new  plan, 
that  of  a  monthly  luncheon.  By  special  invitation,  these 
luncheons  have  been  held  at  the  Detroit  Board  of  Commerce 
and  have  proved  very  popular.  The  members,  feeling  that 
it  adds  to  their  professional  efficiency,  have  always  been 
interested  and  loyal,  as  is  shown  by  the  large  attendance  at 
the  various  functions  during  the  past  six  years. 

The  Club  has  been  exceptionally  fortunate  in  having  the 
pleasure  of  listening  to  a  number  of  very  distinguished  and 
eminent  speakers,  among  whom  have  been : 

Hon.  W.  N.  Ferris,  Governor  of  Michigan. 
President  King,  Oberlin  College. 


DETROIT  SCHOOL  MASTERS'  CLUB  165 


Prof.  Paul  Goode,  University  of  Chicago. 

Dr.  M.  V.  O'Shea,  University  of  Wisconsin. 

Dr.  R.  M.  Wenley,  University  of  Michigan. 

Prof.  W.  D.  Henderson,  University  of  Michigan. 

Mrs.  Ella  Flagg  Young,  Chicago. 

Hon.  F.  E.  Doremus,  Congressman,  Detroit. 

Hon.  L.  L.  Wright,  Supt.  Public  Instruction  of  Michigan. 

Hon.  James  Schermerhorn,  Editor  Detroit  Times. 

Hon.  F.  L.  Keeler,  Supt.  Public  Instruction  of  Michigan. 

Judge  Wm.  F.  Connolly,  Recorder's  Court,  Detroit. 

Dr.  E.  B.  Twitmeyer,  University  of  Pennsylvania. 

H.  W.  Shryock,  Pres.  of  Normal  School,  Peoria,  111. 

Percy  H.  Boynton,  University  of  Chicago. 

Harold  N.  Brown,  New  York  City. 

Hon.  David  E.  Heineman,  Detroit. 

Milton  C.  Potter,  Supt.  of  Schools,  Milwaukee,  Wis. 

Dr.  C.  E.  Chadsey,  Supt.  of  Schools,  Detroit. 

The  officers  for  the  year  1915-1916  are: 

Templeton  P.  Twiggs,  President. 
Edward  J.  Gunn,  Vice-President. 
Daniel  W.  McMillan,  Secretary. 
John  Merrill,  Treasurer. 

Executive  Committee: 

Ivan  E.  Chapman,  Chairman. 
Grant  W.  Gordon. 
Frank  Cody. 
Theodore  E.  Wagner. 

It  has  been,  and  is  now,  the  policy  of  the  club  to  have 

J  discussed  at  its  meetings  current  topics  concerning  educa- 
tional, governmental,  and  social  problems,  and  to  work  with 
the  superintendent  and  business  men  for  better  educational 
facilities. 

d.  w.  McMillan, 

Secretary. 
"Western  High  School. 


166 


TEACHERS'  ACTIVITIES 


DETROIT      MANUAL     TRAINING      CLUB 

The  Detroit  Manual  Training  Club  was  organized  in 
1902.  From  a  small  beginning  with  less  than  a  dozen  mem- 
bers the  roster  of  this  club  has  grown  until  it  now  contains 
65  names.  A  regular  program  for  the  work  of  the  year  is 
always  prepared  by  the  Executive  Committee  before  the 
first  meeting  in  October.  The  topics  have  covered  various 
phases  of  the  work  from  year  to  year.  This  year  the  fol- 
lowing subjects  are  being  discussed: 

The  Efficiency  Movement  as  Applied  to  Industries. 

Efficiency  Tests  as  Applied  to  Education. 

Aims  and  Standards  for  Manual  Training;  in  the  Grades. 

Aims  and  Standards  for  Manual  Training  in  the  High  Schools. 

How  May  Efficiency  Tests  Strengthen  Our  Work  in  Manual  Train- 
ing? 

Drawing  Standards  and  Conventions  for  the  Detroit  Public 
Schools  as  determined  by  use  in  the  majority  of  city  shops. 

Laws  Governing  Compulsory  Education  In  Michigan. 

A  Historical  Sketch  of  the  Movement. 

One  of  the  most  progressive  features  of  the  Detroit 
Manual  Training  Club  is  that  each  year  the  teacher  elected 
President  is  sent  away  for  one  week  to  visit  schools  in  other 
cities  at  the  expense  of  the  club.  An  extensive  report  is 
made  of  these  visits  which  is  printed  in  the  year  book. 

NORMAN  ARTHUR, 

President. 


ALUMNI  MEMORIAL  HALL,  U.  OF  M. 


TEACHERS'  ACTIVITIES 


167 


DETROIT      HOME      ECONOMICS 
ASSOCIATION 

In  1907,  two  clubs  were  formed,  one  composed  of  teach- 
ers of  Domestic  Science,  the  other  of  teachers  of  Domestic 
Art  in  the  public  schools.  Meetings  were  held  by  each  club 
once  a  month  for  the  purpose  of  discussing  their  own 
special  problems.  In  1910  it  was  decided  that  more  benefit 
would  be  derived  from  a  union  of  the  two  clubs  and  the 
Detroit  Home  Economics  Association  was  organized.  At 
this  time,  too,  all  teachers  of  these  subjects  in  Detroit 
and  Highland  Park  were  made  eligible  to  membership.  This 
brought  into  the  organization  dieticians,  normal  teachers, 
Y.  W.  C.  A.  teachers,  and  visiting  housekeepers. 

In  1914,  the  association  formally  affiliated  with  the 
American  Home  Economics  Association  and  is  entitled  to 
one  representative  in  the  council  of  that  organization.  It 
is  actively  engaged  in  the  work  of  the  Michigan  Home 
Economics  Association  and  is  also  a  member  of  the  Detroit 
Federation  of  Women's  Clubs,  with  a  representative  in  each 
one  of  the  departments  of  the  federation.  It  has  a  member- 
ship of  seventy-five  and  meetings  are  held  monthly, 
monthly. 

A  regular  program  for  the  work  of  the  year  is  prepared 
by  the  committee  on  Schedule  and  Program  and  reported 
upon  at  the  first  meeting  in  September.  The  topics  cover 
various  phases  of  the  work  from  year  to  year. 


JULIA  P.  GRANT. 


Room  10,  50  Broadway. 


rt'CRACKC 


riRELtts  GvtvnG  flriD  Leisoro  frt  Dotiestic  5c/cncc 

in   omen,    worms 

CnripmG  Uhpek.  DimajLTiES 


16S  TEACHERS'  ACTIVITIES 

TEACHERS'     RETIREMENT     FUND 

Detroit  was  one  of  the  first  cities  in  the  United  States 
to  establish  a  retirement  fund  for  her  public  school  teachers. 
At  a  time  when  there  were  very  few  data  on  the  subject 
and  only  a  few  similar  funds  in  existence,  public-spirited 
and  far-seeing  members  of  the  Board  of  Education  of  this 
city  formulated  and  presented  to  the  state  legislature  a  bill 
to  provide  an  annuity  system  for  Detroit  teachers.  This 
bill  was  passed  and  approved  by  the  Governor  in  May,  1895, 
and  became  effective  in  the  following  September. 

Several  amendments,  proved  necessary  by  experience, 
have  been  made  to  the  law  since  that  time,  but  the  basic 
principles  of  the  first  law  still  remain  and  prove  the  wisdom 
of  its  framers. 

At  first  the  funds  were  derived  entirely  from  the 
teachers  themselves.  The  law  provided  that  the  Board  of 
Education  might  make  deductions  each  month  from  teach- 
ers' salaries  of  reasonable  sums  on  account  of  absence  from 
duty,  and  directed  that  percentage  deductions  not  to  exceed 
one  per  cent  of  the  salary  of  each  teacher  should  be  made 
monthly.  These  moneys  were  to  constitute  the  fund,  and 
from  these  sources  alone  the  fund  was  self-supporting  for 
a  period  of  nearly  fifteen  years. 

Since  1901,  however,  in  addition  to  the  general  fund  from 
which  the  annuities  are  paid,  there  has  accumulated  a  per- 
manent fund,  made  up  of  moneys  received  as  interest  on 
daily  balances  of  the  teachers'  salary  fund  and  tuition  fees 
collected  from  non-resident  pupils  attending  the  city  schools. 
This  fund  at  present  amounts  to  more  than  one  hundred 
thousand  dollars  ($100,000) ,  which  is  invested  in  municipal 
bonds  producing  an  income  approximating  $5,000  a  year. 
This  interest  on  the  permanent  fund  is  credited  each  year  to 
the  general  fund,  and  until  recently  was  the  only  increment 
which  the  latter  fund  received  outside  of  the  contributions 
of  the  teachers.  Since  the  permanent  fund,  however,  has 
reached  the  maximum  amount  permitted  by  the  law,  the 
Board  of  Education  has  by  resolution  directed  that  hence- 
forth the  interest  on  the  teachers'  salary  fund  and  the 
tuition  fees  of  non-resident  pupils  shall  be  credited  to  the 
general  fund  to  assist  in  payment  of  annuities. 

A  teacher  in  the  city  schools  who  has  completed  thirty 
years  of  service  in  the  public  schools,  at  least  twenty  years 


TEACHERS'  RETIREMENT  FUND  169 

of  which  period  have  been  in  the  schools  of  Detroit,  or  one 
who  has  completed  twenty-five  years  of  service  in  the 
Detroit  schools,  is  entitled  upon  application  to  be  placed  on 
the  roll  of  annuitants.  A  teacher  who  has  completed  twenty- 
five  years  of  service  in  the  public  schools,  at  least  fifteen 
years  of  which  have  been  spent  in  the  schools  of  Detroit, 
may  be  placed  upon  the  roll  of  annuitants  by  a  majority 
vote  of  the  Board  of  Trustees.  A  teacher  who,  in  the  judg- 
ment of  the  Board  of  Trustees,  has  become  so  disabled  or 
incapacitated  as  to  be  unable  or  incompetent  to  perform  the 
duties  of  teacher  may  be  placed  on  the  roll  of  annuitants  by 
a  two-thirds  vote  of  the  whole  Board  of  Trustees,  provided 
such  teacher  has  completed  twenty  years  of  service  in  the 
public  schools,  at  least  ten  years  of  which  period  have  been 
spent  in  the  Detroit  schools. 

Each  annuitant  placed  on  the  roll  receives  the  same 
annuity,  viz. :  $360  a  year  in  monthly  installments  of  thirty 
dollars  each.  The  maximum  amount  permitted  under  the 
law  is  $400  a  year. 

The  Board  of  Trustees,  which  is  charged  with  the  management  of 
the  fund,  consists  of  seven  members,  as  follows: 

The  President  of  the  Board  of  Education,  the  President  Pro  Tern 
of  the  Board  of  Education,  the  Chairman  of  the  Committee  on  Teach- 
ers and  Schools  of  the  Board  of  Education,  the  Superintendent  of 
Schools,  and  three  representatives  chosen  by  the  teachers  in  the  pub- 
lic schools  who  contribute  to  the  fund. 

GEO.  E.  PARKER. 

Secretary. 

Bishop  School. 

SOME     STATISTICS  —  1895-1915 
ANNUITANTS 

Number  of  names  placed  on  roll  of  annuitants,  1895-1915 118 

Number  of  annuitants  who  were  restored  to  duty 2 

Number  who  died  20 

Removed  from  roll   22 

Number  on  roll  at  present 96 

GENERAL  FUND 
Total  amount  contributed  by  teachers,  both  percentage  and 

absence  deductions   $204,563.00 

Total  amount  of  interest  received 41,016.00 

Annuities  paid 245,143.00 

PERMANENT  FUND 

Total  amount  of  tuition  fees  $  48,421.00 

Total  interest  on  teachers'  salary  fund 58,592.00 

Legacy  from  a  teacher 1,000.00 

Total   $108,013.00 


170  TEACHERS'  ACTIVITIES 


HOSPITAL     ASSOCIATION 

The  Hospital  Association  was  organized  in  March,  1902. 
The  constitution  states  its  object  to  be  "to  raise  funds  for 
the  benefit  of  sick  and  disabled  teachers ;  to  invest  and  man- 
age such  funds  for  that  purpose ;  to  endow,  own,  and  control 
beds  or  rooms  in  hospitals  for  such  teachers;  and  to  do 
such  other  things  as  are  necessary  to  carry  out  such  pur- 
poses." 

All  regularly  appointed  teachers  and  cadets  who  con- 
tribute to  the  Teachers'  Retirement  Fund  are  eligible  for 
membership. 

At  present  a  room  is  endowed  at  Grace  Hospital,  for  the 
use  of  sick  or  disabled  teachers. 

The  nucleus  of  the  endowment  fund  was  a  balance  of 
nearly  two  thousand  dollars,  which  was  left  in  the  enter- 
tainment fund  raised  for  the  annual  meeting  of  the  Na- 
tional Educational  Association  held  in  Detroit  in  1901.  In 
order  to  increase  this  fund  to  the  amount  needed  for  the  en- 
dowment, two  bazaars  were  held  at  the  Central  High  School 
in  1901  and  1902,  at  which  articles  contributed  or  made  by 
the  teachers  and  their  friends  were  placed  on  sale.  The 
bazaars  were  enthusiastically  supported  by  every  teacher 
and  the  public  in  general.  Their  success  was  beyond  ex- 
pectation. From  the  proceeds  and  the  above  mentioned 
balance  of  two  thousand  dollars  not  only  the  endowment  of 
a  room  at  the  Grace  Hospital  for  the  exclusive  use  of 
teachers  was  rendered  possible,  but  enough  remained  to  fur- 
nish and  equip  this  room  in  a  pleasing  home-like  manner. 
The  room  has  been  occupied  almost  continuously  since  1902 
up  to  the  present  time,  and  has  been  an  immeasurable  aid 
to  many  sick  teachers. 

Regular  dues  were  not  allowed  by  the  Constitution  until 
1912,  but  an  Emergency  Fund  was  maintained  by  small 
voluntary  contributions  made  yearly  by  the  members  of 
the  Association.  This  fund  afforded  the  means  with  which 
to  pay  the  rent  for  rooms  selected  by  teachers  who  required 
hospital  treatment  while  another  member  was  making  use 
of  the  regular  room. 

The  first  endowment  contract  with  Grace  Hospital  ex- 
pired September  8,  1912.    It  was  renewed  for  a  period  of 


TEACHERS'  HOSPITAL  ASSOCIATION  171 


five  years,  but,  owing  to  the  high  cost  of  maintenance,  an 
additional  yearly  payment  of  $250.00  had  to  be  agreed  to. 
This  new  expense,  together  with  the  increasing  demands 
of  emergency  rooms  caused  by  the  rapidly  growing  number 
of  public  school  teachers,  necessitated  an  amendment  to 
the  Constitution. 

The  voluntary  contributions  were  abandoned,  and  since 
1913  annual  dues  of  one  dollar  have  been  paid  by  every  mem- 
ber of  the  association  on  or  before  November  1  of  every  year. 
From  these  dues  sixteen  dollars*a  week  are  paid  for  a  period 
not  to  exceed  three  weeks  toward  the  cost  of  a  room  selected 
by  applicants  when  the  Teachers'  Room  in  Grace  Hospital 
is  occupied.  Arrangements  have  been  made  that  such  an 
emergency  room  may  be  selected  not  only  in  Grace  Hospital 
but  also  in  Harper,  Providence,  or  Samaritan  Hospital,  while 
teachers  having  contagious  diseases  are  cared  for  in  the 
Herman  Kiefer  Hospital  under  the  same  conditions. 

The  fund  maintained  by  the  annual  dues  is  in  such  a  fav- 
orable condition  that  at  present  plans  are  being  considered 
to  grant  still  better  aid  to  the  teachers  in  days  of  sickness. 

EMIL  G.  ALBRECHT. 

Treasurer. 

Central  High  School. 


A  BELLE  ISLE  CANAL 


172  TEACHERS'  ACTIVITIES 


TEACHERS'   MUTUAL  AID 
ASSOCIATION 

Formerly,  Detroit  teachers  out  of  health  sometimes 
found  themselves  in  the  embarrassing  position  of  being 
obliged  to  accept  pecuniary  aid  from  their  co-workers ;  and 
it  was  with  a  view  to  help  such  persons  without  humiliating 
them  that  certain  wide-awake  and  progressive  teachers  met 
one  day  in  September,  1887,  for  the  purpose  of  organizing 
a  teachers'  aid  society.  The  immediate  outcome  of  this 
meeting  was  the  creation  of  the  Teachers'  Aid  Association, 
with  an  initial  membership  of  184. 

The  growth  was  slow  but  steady,  for  it  met  a  real  need 
in  the  lives  of  teachers.  A  constitution  was  issued  and  dis- 
tributed among  its  members.  The  initial  fee  was  one  dollar; 
the  dues  were  two  dollars,  paid  semi-annually.  In  return 
for  this  investment,  a  benefit  of  one  dollar  per  school  day 
was  provided,  such  benefit  not  to  exceed  eighty  dollars 
during  the  school  year.  The  Association  slowly  accumu- 
lated a  surplus,  for  the  expenses  of  administration — namely, 
stationery,  postage,  and  the  secretary's  salary — were  light. 
The  health  of  the  teachers  was  good,  perhaps  because  of 
the  absence  of  nervous  strain  in  getting  to  and  from  the 
schools.  There  were  no  automobiles  and  the  grass  grew 
undisturbed  between  the  rails  of  the  horse  cars.  This  is 
within  the  memory  of  a  few  of  the  Association's  charter 
members. 

After  twenty  years  of  prosperity,  the  Association  had 
accumulated  a  surplus  of  over  two  thousand  dollars.  What 
should  the  Board  of  Directors  do  with  such  a  vast  sum? 
Various  things  were  suggested.  At  last  it  was  decided  that 
the  Association  (like  other  great  and  mighty  organizations) 
declare  a  dividend  to  its  members.  Beginning  in  1906  and 
continuing  for  five  years,  one  dollar  of  the  dues  was 
remitted. 

Recently,  the  benefit  has  been  increased,  and  the  consti- 
tution re-drafted.  At  present,  the  Board  is  trying  to  hit 
upon  a  plan  to  convince  the  younger  members  of  the  teach- 
ing profession  that  gray  hairs  and  illness  are  not  wholly 
dreams  of  a  pessimist  who  wishes  to  add  a  name  to  the 
membership.    It  is  the  vision  of  the  Board  to  see  the  name 


MUTUAL  AID  173 


of  every  Detroit  teacher  enrolled  among  the  members. 
What  if  you  yourself  never  expect  to  need  its  assistance? 
Are  you  not  sufficiently  broad-minded  to  help  a  fellow- 
worker  ? 

May  teachers  band  together  more  and  more  for  mutual 
benefit  and  progress  along  all  lines !  Long  live  the  Teachers ! 
Mutual  Aid  Association! 


S99  Second  Avenue. 


CARRIE  L.  WILCOX, 

Secretary. 


STATISTICS 

Teachers'  Mutual  Aid  Association. 

Organized  1887. 

First   Annual   Meeting,   September,   1888. 

Receipts,  $341;  Benefits,  $10;  Balance,  $294. 

Tenth  Year. 
1897. 
Membership,  186;  Receipts,  $345;  Benefits,  $158;  Balance,  $916. 

Twentieth  Year. 
1907. 
Membership,     271;     Receipts,     $327;     Benefits,     $206;     Balance, 
$2,197.64. 

First  dividend  declared. 

1915. 

Annual  Meeting,  October  14,  1915. 

Treasurer's  Report. 
Receipts: 

Balance  on  hand,  October  8,  1914 $2,213.94 

Dues  and  Initiation  Fees 954.36 

Interest  on  Savings  Deposits 65.22 

$3,233.52 

Disbursements: 

Sick  Benefits    $1,038.00 

Stationery,  Printing,  Postage 17.36 

Bonds — Secretary  and  Treasurer 2.50 

Secretary's  Salary 50.00 

$1,107.86 

Balance  on  hand   $2,125.66 

Secretary's  Report. 

Membership,  October  8,  1914 412 

Increase   95 

Dropped  83 

Present  membership 424 


174  TEACHERS'  ACTIVITIES 

UNIVERSITY      OF      MICHIGAN 

EXTENSION      COURSES 

IN     DETROIT 

As  a  part  of  its  scheme  of  extension  service,  the  Univer- 
sity of  Michigan  provides  annually  for  three  hundred  free 
lectures  for  the  state  as  a  whole,  and  special  courses  for 
credit  for  Detroit  and  other  cities  of  the  state.  Of  the  free 
extension  lectures,  Detroit  receives  a  fair  proportion.  These 
free  lectures  are  given  by  a  selected  staff  of  the  regular 
faculty  of  the  university.  The  lectures  cover  a  wide  variety 
of  subjects,  as  for  example,  Public  Health,  Art,  Science, 
Economics,  and  Education.  The  average  attendance  upon 
the  Detroit  free  lectures  is  from  three  to  five  hundred. 

The  phase  of  extension  work  which  is  of  special  interest 
to  teachers,  however,  is  that  which  relates  to  university 
extension  courses,  conducted  on  the  credit  plan.  A  number 
of  such  courses  is  given  in  Detroit  each  year,  four  being 
in  operation  at  the  present  time.  These  credit  courses  cor- 
respond in  every  particular  to  the  regular  work  given  in 
Ann  Arbor.  Members  of  the  university  faculty  come  to 
Detroit  to  conduct  this  work,  each  man  giving  a  two-hour 
course,  and  meeting  his  class  on  every  alternate  Saturday 
during  the  college  year.  The  tuition  for  a  year's  work  is 
ten  dollars.  Students  are  permitted  to  elect  two  courses, 
and  to  earn  four  hours'  university  credit,  the  cost  for  tuition 
thus  being  two  dollars  and  a  half  per  credit  hour.  Written 
examinations  are  given  at  the  close  of  each  semester.  All 
students  desiring  credit  are  required  to  take  such  examina- 
tions, and  to  make  satisfactory  grades.  It  is  understood, 
however,  that  the  taking  of  an  examination  is  optional.  In 
other  words,  those  who  elect  the  work  for  reasons  other 
than  for  university  credit  may  or  may  not  take  the  examina- 
tions as  they  desire. 

In  organizing  and  maintaining  extension  courses  for 
credit,  the  University  of  Michigan  endeavors  to  render  ser- 
vice of  an  educational  nature  to  three  distinct  classes.  First, 
it  seeks  to  meet  a  definite  demand  on  the  part  of  a  large 
number  of  people  for  extension  work  leading  to  university 
credit.  In  the  second  place,  it  offers  to  teachers  that  mental 
stimulus  and  inspiration  which  come  from  directed  and 


UNIVERSITY  EXTENSION  175 

systematic  study.  And,  third,  these  extension  courses  offer 
to  many  people,  other  than  teachers  or  those  seeking  uni- 
versity credit,  an  opportunity  to  improve  themselves  along 
educational  lines,  and  to  keep  in  touch  with  modern  and 
academic  thought. 

The  University  of  Michigan  Extension  Service  in  Detroit, 
as  in  the  state  at  large,  is  constantly  being  improved,  and 
will  be  enlarged  as  new  demands  arise. 


Ann  Arbor. 


WA  D.  HENDERSON, 

Director  University  Extension  Service. 


DETROIT  AND   WAYNE   COUNTY 

ANNUAL  TEACHERS' 
INSTITUTE 

Under  the  state  law,  an  institute  for  the  teachers  of  the 
county  must  be  held  each  year.  Attendance  at  this  institute 
is  required,  full  salary  is  allowed,  and  failure  to  attend  is 
treated  as  a  regular  absence  with  consequent  loss  of  pay. 
As  Wayne  County  consists  of  Detroit  and  its  immediate 
environs,  the  institute  is  held  in  Detroit  Central  High  School 
and  the  audience  is  composed  largely  of  Detroit  teachers. 
The  institute  occurs  in  September  during  the  first  week  of 
the  school  year,  and  in  1915  the  total  attendance  was  ap- 
proximately 2600  persons.  Details  of  arrangement  are  in 
the  hands  of  a  conductor  and  a  special  committee  appointed 
by  the  State  Superintendent. 

Lecturers  1914  Lecturers  1915 

E.  B.  Bryan  Edwin  B.  Twitmyer 

J.  Paul  Goode  M.  F.  Libby 

D.  E.  Phillips  Harold  H.  Brown 

M.  V.  O'Shea  Mae  E.  Schrieber 

Elizabeth  E.  Farrell  Percy  H.  Boynton 

Wm.  E.  Chancellor  H.  W.  Shyrock 
Wm.  R.  Ranch 


176  OTHER  EDUCATIONAL  INSTITUTIONS 


LUTHERAN  PAROCHIAL  SCHOOLS 

The  history  of  the  Lutheran  church  records  the  fact 
that  this  church  has  at  all  times  considered  the  religious 
training  of  her  children  her  paramount  duty.  The  parochial 
school  she  has  considered  the  most  effective  means  of  accom- 
plishing this  purpose.  This  is  why  the  Lutheran  school  is 
as  old  as  the  Lutheran  church  herself. 

The  first  Lutheran  school  in  Detroit  was  organized  about 
1850,  the  grandfathers  and  great-grandfathers  of  some  of 
the  children  now  attending  these  schools  being  the  organ- 
izers. An  institution  that  is  able  to  maintain  itself  through 
three  generations,  and  is  gaining  the  favor  of  the  people 
more  and  more,  as  its  present  prosperous  condition  shows, 
must  possess  abiding  merit.  There  are  at  present  3,525 
pupils  enrolled  in  the  Lutheran  parish  schools  of  Detroit. 
These  schools  comprise,  generally,  only  the  first  seven 
grades,  after  which  the  pupils  enter  the  eighth  grade  of  the 
public  schools.  The  school  buildings  are,  upon  the  whole, 
not  very  pretentious,  but  sanitary  conditions  prevail.  About 
ninety  per  cent  of  the  teachers  are  men,  all  well  prepared 
for  their  profession. 

The  Rev.  Mr.  Tresselt,  a  prominent  Lutheran  clergyman 
of  Detroit,  when  asked  why  the  Lutherans  maintain  parish 
schools,  made  this  reply :  "Because  we  consider  it  to  be  the 
first  duty  of  Christian  parents  towards  their  children,  to 
give  them  a  thorough  religious  training.  The  instruction 
given  by  the  Sunday  school  is  not  sufficient.  The  state  must 
have  schools,  must  instruct,  and  train  its  youth.  Woe  to  the 
state  that  neglects  to  do  this !  But  it  would  be  un-American, 
were  the  public  schools  to  teach  religion.  They  cannot  and 
must  not.  Separation  of  church  and  state  is  the  funda- 
mental principle  of  our  government  and  constitution."  He 
also  quoted  the  words  of  Daniel  Webster,  "Whatever  renders 
one  a  good  Christian,  renders  him  a  good  Citizen." 

E.  A.  KNORR. 

Northwestern  High  School. 


OTHER  EDUCATIONAL  INSTITUTIONS  177 


CATHOLIC     PAROCHIAL     SCHOOLS 

1.  History 

The  foundation  of  the  present  parochial  school  system  in 
Detroit  was  laid  215  years  ago,  when  Cadillac  and  his  colony 
erected  a  rude  church,  which  they  called  St.  Anne's. 

The  records  of  this  church  give  an  interesting  account 
of  the  colony.  Indeed,  with  the  exception  of  those  of  the 
Catholic  church  at  St.  Ignace,  there  are  no  records  in  the 
West  so  ancient  and  so  interesting.  Their  authenticity  is 
attested  by  the  signatures  of  "Cadillac,  De  Noyelle,  and 
Tonty. 

In  1703,  Cadillac  wrote  to  Count  Pontchartrain :  "Permit 
me  to  insist  upon  the  great  necessity  there  is  for  the  estab- 
lishment of  a  seminary  at  this  place  for  the  instruction  of 
the  children  of  the  savages  with  those  of  the  French,  in- 
structing them  in  piety  and  at  the  same  time  teaching  them 
our  language." 

The  Jesuit  and  Franciscan  priests  in  the  colony  became 
the  teachers  of  the  children,  and  the  schools  they  estab- 
lished were  the  only  effective  educational  agencies  until 
1809,  when  a  law  was  passed  providing  for  common  schools. 

In  1804  Father  Gabriel  Richard  organized  a  Ladies' 
Seminary,  with  lay  teachers  in  charge,  and  a  school  for 
young  men,  in  which  he  taught.  His  was  a  rich  contribu- 
tion to  the  cause  of  education.  He  brought  the  first  printing 
press  to  Detroit,  printed  the  first  newspaper,  represented 
Michigan  in  Congress,  and  was  one  of  the  founders  of  the 
University  of  Michigan,  and  its  first  vice-president. 

In  a  communication  to  the  Governor  and  Judges  in  1808 
he  shows  how  comprehensive  were  his  educational  ideals: 
<%It  would  be  very  necessary  to  have  in  Detroit  a  public 
building  for  an  academy  in  which  the  higher  mathematics, 
geography,  history,  natural  and  moral  philosophy  should  be 
taught  to  young  gentlemen  of  our  country,  and  in  which 
should  be  kept  the  most  necessary  machines  for  the  improve- 
ment of  the  useful  arts  and  for  making  the  most  necessary 
physical  experiments ;  we  should  also  make  a  beginning  of  a 
public  library." 

In  1883  nuns  of  various  teaching  orders  were  placed  in 
charge  of  the  schools,  and  their  number  increased  as  the 
parishes  were  organized  and  parish  schools  established. 


178  OTHER  EDUCATIONAL  INSTITUTIONS 

The  ideals  of  the  founders  of  the  parish  school — to  dis- 
cipline the  will  and  the  intellect  in  their  system  of  educa- 
tion— are  carried  out  in  the  religious  training  in  the  paro- 
chial schools.  Church  history  and  religious  instruction  are 
included  in  the  curriculum. 

2.  Present  Catholic  Educational  System 

(1)  Catholic  religious  orders  of  men  and  women  are  in 
charge  of  the  following  educational  agencies  in  Detroit, 
other  than  parochial  schools: 

No.  of  Pupils 

St.  Francis'  Home  for  Boys 345 

St.  Joseph's  Commercial  College 115 

St.  Vincent's  Orphan  Asylum  for  Girls 200 

House  of  the  Good  Shepherd 299 

Academy  of  the  Sacred  Heart 144 

1,103 

(2)  Parochial  Schools : 

Total  number  of  Catholic  Parochial  Schools 48 

Total  number  of  teachers 486 

Total  number  of  pupils 33,792 

In  all  the  parochial  schools  eight  grades  are  taught. 
Seven  offer  full  high  school  courses — Classical,  Modern 
Language,  English,  and  Business.  Music  and  industrial 
arts  are  also  taught.  The  rule  of  the  Diocesan  Board  re- 
quires the  teachers  in  the  grades  to  have  normal  school 
training,  and  those  in  the  high  schools  university  degrees. 

GENEVIEVE  K.  DUFFY. 


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FITTING  ACTIONS  TO  WORDS 
School  for  Deaf 


PRIVATE  SCHOOLS 


179 


Vhe  s e.oj*7e^Point^   school 


THE  EASTERN  LIGGETT  SCHOOL 


180  OTHER  EDUCATIONAL  INSTITUTIONS 


PRIVATE     SCHOOLS 

To  understand  the  position  of  the  private  schools  of 
Detroit,  it  is  first  necessary  to  consider  somewhat  the 
abnormal  growth  of  the  city.  The  story  of  Detroit's  miracu- 
lous development,  due  to  the  peculiar  industrial  situation 
here,  reads  like  a  modern  "Arabian  Night's"  tale.  In  1900 
Detroit's  population  registered  285,704;  December  1,  1915, 
the  population  of  greater  Detroit  was  estimated  by  the 
Board  of  Commerce  as  being  760,000.  The  last  fifteen  years 
show  a  growth  of  266  per  cent. 

Such  a  phenomenal  growth  brings  new  problems  to  par- 
ents whose  children  are  of  school  age:  first,  neighborhoods 
change,  taking  families  into  suburban  districts ;  second,  the 
city's  institutions,  naturally,  have  not  been  able  to  grow 
apace  with  the  population;  consequently  the  public  schools 
have  been  overcrowded.  As  a  result  of  these  two  facts  six 
private  schools  have  been  established  in  Detroit  since  1905. 

These  are:  (1)  The  North  Woodward  School,  1905,  sit- 
uated in  that  part  of  the  city  first  affected  by  the  expansion. 
Miss  Newman,  in  developing  her  course  of  study,  plans  to 
base  the  work  on  experience.  For  instance,  in  the  domestic 
science  department,  the  young  housewives  cook  real  meals 
in  a  real  kitchen.  (2)  The  Jefferson  Avenue  School,  1908, 
which  emphasizes  modern  languages.  (3)  The  Dexter 
School,  1908,  which  follows  as  closely  as  possible  the  plan 
of  the  German  "Gymnasium."  (4)  The  Bloomfield  Hills 
Seminary,  1912,  situated  in  a  district  made  up  of  large 
estates.  Miss  Eades  follows  the  schedule  of  the  Horace 
Mann  School,  beginning  at  8:45  A.  M.  and  closing  at  3:30 
P.  M.  Her  curriculum  offers  many  interesting  departures. 
(5)  The  Eastern  Liggett  School,  1913,  built  to  accommodate 
the  children  of  the  new  "Indian  Village"  community.  This 
school  is  particularly  fortunate  in  its  artistic  building  set  in 
the  woods.  Its  equipment  is  unique.  Adjustable  and  mov- 
able furniture  gives  the  school  room  an  air  of  informality, 
"which  does  not  mean  disorder  but  poise  and  control."  (6) 
The  Grosse  Pointe  School,  1915,  which  is  in  temporary  quar- 
ters. The  kindergarten  department  in  this  school  is  work- 
ing on  a  plan  to  make  the  step  from  the  kindergarten  to  the 
first  grade  less  marked. 


PRIVATE  SCHOOLS 


181 


Old  Detroit  supported  two  private  schools,  one  for  boys 
and  one  for  girls ;  namely,  The  Detroit  University  School  and 
The  Liggett  School. 

The  Detroit  University  School,  established  in  1890,  has 
since  been  reorganized  as  The  New  Detroit  University 
School.  It  has  an  excellent  gymnasium  and  the  largest 
pool  in  the  city.  Stress  is  laid  on  corrective  gymnasium 
work,  which  fact  results  in  strong  athletic  teams  for  the 
school. 

The  Liggett  School,  1878,  of  "which  The  Eastern  Liggett 
School  is  a  branch,  is  the  oldest  and  largest  private  school 
in  the  city.  It  is  in  this  school  that  Mr.  S.  A.  Courtis 
developed  his  standard  tests  for  achievement  in  the  funda- 
mentals of  arithmetic  and  English.  As  another  method  of 
increasing  the  school's  efficiency,  detailed  and  careful  corre- 
lation has  been  brought  about  by  intra-departmental  meet- 
ings; also,  a  system  of  analyzed  reports  has  been  worked 
out  whereby  descriptive  words  are  used  in  place  of  percents 
or  figures. 


GRACE  M.  ALBERT. 


Northwestern  High. 


DETROIT  UNIVERSITY  SCHOOL 


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OTHER  EDUCATIONAL  INSTITUTIONS  183 


BUSINESS     SCHOOLS 

The  business  schools  of  Detroit  include  the  Central 
Business  College  on  the  second  floor  of  the  United  States 
Radiator  Building  at  Broadway  and  Grand  River,  Mr.  E. 
Admire,  manager ;  the  Detroit  Commercial  College  over  the 
Detroit  Bank  at  204  Griswold  St.,  R.  J.  McLean,  president; 
the  Business  University,  occupying  the  second  and  third 
stories  of  the  building  at  Grand  River  and  Park  Place,  with 
offices  on  the  first  floor,  president,  E.  H.  Shaw;  and  The 
Business  Institute,  occupying  the  entire  three-story  Insti- 
tute Building,  163-169  Cass  Avenue,  A.  F.  Tull,  president. 

These  schools  all  give  courses  of  study  outlined  for 
approximately  a  year,  six  months  being  required  for  short- 
hand and  typewriting,  and  six  months  for  the  business 
course.  The  work  is  so  arranged  that  the  exact  time 
depends  upon  the  students,  the  tendency  of  the  average 
student  being  to  require  somewhat  more  than  the  time  indi- 
cated. Students  may  take  either  the  business  or  short- 
hand course  alone  if  preferred.  The  same  courses  of  study 
are  offered  in  the  night  classes,  which  are  conducted 
Monday,  Wednesday,  and  Friday  evenings. 

The  Graham  system  of  shorthand  is  taught  by  the  Busi- 
ness University  and  the  Central  Business  College.  The 
Detroit  Commercial  College  teaches  the  Gregg.  The  Busi- 
ness Institute  has  for  a  number  of  years  taught  both  the 
Graham  and  the  Gregg  systems.  It  might  be  interesting  to 
note  that  in  The  Business  Institute,  where  these  two  leading 
systems  of  shorthand  have  been  taught  for  years,  they  have 
both  been  found  very  satisfactory,  the  Gregg  students  mas- 
tering the  subject  in  a  little  less  time  than  is  required  by 
the  Graham  students.  The  majority  of  the  students  in 
attendance  have  had  some  high  school  work  and  many  are 
high  school  graduates. 

By  concentrating  all  the  attention  upon  the  purely  com- 
mercial subjects,  it  is  the  plan  of  the  business  schools  to 
help  a  student  to  qualify  for  office  employment  in  from  six 
months  to  a  year,  depending  upon  the  subjects  which  are 
taken.  In  each  of  these  schools  the  student  is  encouraged 
to  take  bookkeeping  in  addition  to  the  shorthand  and  type- 
writing. 


184 


OTHER  EDUCATIONAL  INSTITUTIONS 


Opportunity  is  also  afforded  those  who  wish  to  prepare 
for  commercial  teaching.  The  number  of  high  schools  giving 
instruction  in  commercial  subjects  has  increased  rapidly  in 
the  last  few  years.  This  has  resulted  in  a  demand  for  teach- 
ers capable  of  giving  instruction  in  bookkeeping,  shorthand, 
and  typewriting,  in  addition  to  the  regular  high  school 
subjects.  An  effort  is  being  made  by  some  of  the  schools 
to  supply  this  demand  for  business  teachers  by  giving 
special  normal  study  in  connection  with  the  regular  course. 

Visitors  will  be  cordially  welcomed  at  any  of  the  schools 
mentioned. 


A.  F.  TULL. 


1G3  Cass  Avenue. 


BUSINESS  UNIVERSITY— BOOK-KEEPING  ROOM 


BUSINESS  SCHOOLS 


185 


TYPEWRITING  ROOM, 
THE  BUSINESS  INSTITUTE 


■PHOTOGRAPH  OF  A  CLASS  OF  STUDENTS  ATTENDING  THEjOAY  SESSIONS. 

THE  BUSINESS  INSTITUTE 


186  OTHER  EDUCATIONAL  INSTITUTIONS 


SPECIAL     SCHOOLS 

The  industrial  revolution,  bringing  with  it  tremendous 
economic  and  social  changes,  has  turned  the  United  States 
from  an  agricultural  to  a  manufacturing  nation  in  scarcely 
one  hundred  years.  The  last  decade,  especially,  has  wit- 
nessed the  passing  of  the  small  factory  and  the  entrance  of 
the  big-unit  system.  Detroit  has  felt  this  change  to  a  great 
degree,  owing  to  the  growth  of  the  automobile  industry. 
This  growth  has  brought  home  to  the  manufacturers  two 
problems  of  great  importance. 

Big  production  was  made  possible  only  through  further 
division  of  labor  and  separation  of  processes.  The  old  type 
master  mechanic  and  the  capable  all-around  machinist  is  not 
produced  in  numbers  sufficient  to  cope  with  factory  needs. 
In  his  place  has  developed  a  one-task  man,  an  operator 
whose  mechanical  knowledge  consists,  generally,  of  his 
ability  to  perform  a  single  operation.  Master  mechanics 
have  been  demanded,  but  the  dying  out  of  the  apprentice 
system,  together  with  the  developments  noted  above,  has 
caused  the  supply  to  fall  below  standard. 

The  growth  of  Detroit's  auto  factories  has  called  for  a 
large  labor  supply.  This  was  not  present  in  Detroit.  High 
wages  proved  an  enticing  bait  to  the  newly  arrived  immi- 
grant and  the  average  yearly  increase  in  population  has 
been  about  15,000.  Most  of  these  have  been  foreigners 
understanding  little  or  no  English  and  thus  handicapping 
both  themselves  and  the  factory. 

As  a  possible  solution  to  these  difficult  problems  some  of 
the  more  far-seeing  Detroit  manufacturers  have  developed 
two  types  of  schools  of  which  their  employees  might  take 
advantage.  The  mechanical  type  was  introduced  at  the 
Cadillac  Motor  Car  Company  by  Mr.  Henry  M.  Leland,  a 
man  possessing  unusual  foresight.  This  type  had  for  its 
ideal  development  of  capable  and  practical  all-around  me- 
chanics, with  special  training  along  the  line  of  automobile 
construction.  This  school  has  been  in  operation  since  May, 
1907,  and  from  it  have  been  graduated  more  than  200 
skilled  mechanics  who  now  hold  positions  of  responsibility 
in  production  with  the  Cadillac  and  other  companies.  The 
object  of  this  school  is  not  selfish  and  its  graduates  are 
not  in  any  way  limited  in  their  choice  of  employers.    The 


SPECIAL  SCHOOLS 


187 


Cadillac  plan  has  been  followed  by  the  Studebaker  Corpora- 
tion, the  Chalmers  Motor  Car  Co.,  and  the  Morgan  &  Wright 
Company. 

Ford's  factory  school  for  the  teaching  of  practical  Eng- 
lish is  the  forerunner  of  the  second  type.  This  was  founded 
by  Judge  Tuttle  in  1914  with  the  idea  in  mind  of  developing 
good  citizens  as  well  as  intelligent  laborers.  Since  its  incep- 
tion accidents  in  the  plant  have  been  reduced  fifty-four  per 
cent.  The  operatives  have  shown  a  greater  interest  in  their 
work  and  many  have  used  their  diploma  as  a  substitute 
for  examination  in  securing  their  second  citizenship  papers. 
The  Packard  Motor  Car  Co.  is  just  opening  a  school  of  sim- 
ilar type  to  solve  their  foreign  labor  problem. 

Almost  four  acres  of  floor  space  are  devoted  to  instruc- 
tion in  the  art  of  dancing  in  Detroit.  There  are  sixteen 
recognized  organizations  where  proficiency  in  this  art  may 
be  acquired.  Every  type  of  dance,  from  the  old  fashioned 
waltz  and  two-step,  to  the  modern  maze,  and  the  aesthetic 
and  classic  dances,  is  taught  in  these  academies.  A  careful 
survey  showed  that  more  than  2,500  dancing  lessons  are 
being  given  each  week. 

ARTHUR  B.  MOEHLMANN. 

Eastern  High. 


SPECIAL    SCHOOLS 

FACTORY  SCHOOLS 


Name 

Type  of  School 

Length  o 
Course 

No. 

Instruc- 
tors 

No. 
Students 

Burroughs   Adding    Ma- 
chine Co 

Adding  machine  oper- 
ation   

6  weeks 

2  years 
6  months 
8  months 

10  days 

1  year 
Not  opened 

survey. 
Depends  on 

experience 
Depends  on 

experience 

1 

34 

10 

136 

11 

1 

at  time 

previ 
previo 

40 

Cadillac  Motor  Car  Co.. . 
*Chalmers  Motor  Co..  .  . 
Ford  Motor  Co 

Applied  mechanics.  .  . 
Mechanical  course.  .  . 
Practical     English 
Course 

100 

300 

2800 

Michigan     State     Tele- 
phone Co 

Morgan  &  Wright  Co 

Packard  Auto  Co 

**Studebaker     Corpora- 
tion   

John  W.  Ladd 

Telephone  operation. 

Practical  mechanics . . 
English  course 

Practical  mechanics.  . 

Salesmanship 

100 

12 
of 

ous 

us 
12 

188 


SPECIAL  SCHOOLS 


AUTO  SCHOOLS 


Name 

Type  of  School 

Length  of 
Course 

No. 
Instruc- 
tors 

No. 
Students 

Michigan     State     Auto 

School 

Sterling  Auto  College. .  .  . 

Auto  repairing  and 
chauffeuring 

Auto  repairing  and 
chauffeuring 

1-3  months 
1-3  months 

3 
1 

100 

No 
data 

*Plan  to  increase  to  1,000  pupils  by  end  of  January,  1916. 
**Just  opened  December  1,  1915. 


SCHOOLS   FOR  DANCING 


School 


S  trass  burg  School  of  Dancing. 

Annie  Ward  Forster 

Alexander  Hurst 

Crane's  Studio 

Curt  Tree 

Krogall  Health  Studio 

Adele  Strassburg  Hyde 

Garand's  Dancing  Academy. . 

Professor  Gaines 

J.  F.  McDonald 

Clark  Academy  of  Dancing. . . 
fArcadia 

tThe  Pier 

fPalais  de  Danse 


La  Craix  School 


Location 


Floor  space 


29  Sproat  St 

1203^  Farmer  St 

607  Woodward 

305  Fisher  Arc 

63  Valpey  Bldg 

11-17  Elizabeth  W.  .. 

K.  of  C.Hall 

422  Grand  River 

19  Owen  Ave 

333  Michigan 

56  Adams  East 

Woodward  and  Stim- 

son 

Jefferson  and  Field. .  . 
Jefferson  and  Sheri- 
dan  

443  Concord  Ave .  . 


Sq.  Ft. 

10,000 
4,000 
2,400 
1,000 
2,000 
3,200 

25,000 

3,300 

7,200 

800 

6,000 

26,000 

218,000 
5,000 

3,000 


No.  Pupils 


600  weekly 
350  weekly 
350  weekly 
200  monl'y 
100  weekly 
500  yearly 
600  weekly 

1300  yearly 

230  weekly 

30  weekly 

No  data 
200  weekly 

NTo  data 
No  data 

25  weekly 


t^uuiic  dance  halls.     Instruction  a  side  issue. 

Total  floor  space  devoted  to  instruction,  136,900  square  feet. 


Name 


BARBERING  COLLEGES 

Location 


Length  of 
Course 


Moyler  Barbering  College.  .  .215  Gratiot 8  weeks 


No 
Students 

40 


SCHOOLS  OF  MANICURING 

R.  Hubbard Liggett  Building 2-6  months  No  data 

Mme.  Butler 214  Broadway 2-6  months  No  data 

SCHOOLS  OF  HAIRDRESSING 

R.  Hubbard Liggett  Building 4-6  weeks  No  data 

Anderson's  Institute 405  Fisher  Ave 2  weeks  8 

Marinell's Scherer  Building 4-6  weeks  No  data 


SCHOOLS  OF  DRESSMAKING 

Acison  Tailoring  School.  .  .  .410  Broadway 10,  25,  or  40         250 

days 


SPECIAL  SCHOOLS 


189* 


Name 


SCHOOLS  OF  LETTERING 

Location 


Length  of 
Course 


Detroit  School  of  Lettering  .  82  Griswold 3-6  months 


No. 

Students 

200 


SCHOOLS  OF  HORSEMANSHIP 

Detroit  Riding  School 728  Cass  Ave 6  to  18  lessons  75- 

Dyer  Riding  School 56  Shepherd  Ave  ...  .6  to  18  lessons  15a 

SCHOOLS  FOR  STAMMERERS 

Reed  School 387  Hubbard 6  weeks  15 

Lewis  School 35  Hubbartl 6-8  weeks  No  data 


SCHOOLS  OF  SALESMANSHIP 

Sheldon  School 412  New  Telegraph  Bldg.    No  data      No  data 

John  W.  Ladd Lafayette  &  Vermont      3-6  months  12 


COUNTY  HIGH  SCHOOL,  HAMTRAMCK,  MICH. 


190  OTHER  EDUCATIONAL  INSTITUTIONS 


THE     SCHOOLS     OF    WAYNE     COUNTY 

The  schools  of  Wayne  County  outside  of  Detroit  differ 
materially  from  schools  of  other  counties,  for  in  many  places 
it  is  difficult  to  tell  where  the  city  district  ends  and  country 
school  districts  begin.  There  are  148  school  districts  and 
167  school  houses  in  the  county,  with  547  teaches.  There 
are  28,305  children  of  school  age  drawing  primary  money, 
and  of  this  number  17,690  are  attending  school,  with  an 
average  attendance  of  12,866. 

The  highest  salary  paid  in  the  management  of  the 
schools  is  $3,500  and  the  lowest  $700,  the  average  salary 
being  $1290.  The  highest  salary  paid  in  the  grades  of  the 
graded  schools  is  $100  a  month,  the  lowest  $45,  with  an 
average  of  about  $60. 

There  are  135  rural  schools  employing  21  men  and  114 
women  teachers.  The  highest  salary  paid  men  teachers  is 
$110  per  month  and  the  lowest  $40,  averaging  $63.81.  The 
highest  salary  paid  women  teachers  in  the  rural  schools  is 
$75,  the  lowest  $30,  averaging  $50.93.  The  average  school 
term  is  nine  and  one-twelfth  months. 

The  rural  schools  pay  the  tuition  to  high  school  of  242 
pupils.  The  total  valuation  of  school  property  is  $2,219,084. 
The  above  figures  do  not  include  the  City  of  Detroit  and 
City  of  Wyandotte. 

Many  of  the  large  schools  near  Detroit  follow  the  city 
course  of  study  and  do  about  the  same  work  that  is  being 
done  in  the  city  schools.  All  the  rural  schools  of  the  county 
follow  the  state  course  of  study,  a  very  practical  and  sys- 
tematic course  prepared  by  a  committee  of  educators 
appointed  by  the  state  superintendent.  It  has  been  revised 
several  times  and  is  in  use  in  all  the  rural  schools  of  the 
State  of  Michigan.  It  provides  for  the  teaching  of  eight 
grades,  and  the  laws  of  the  state  will  not  permit  teachers 
in  the  rural  schools  to  teach  above  the  eighth  grade  without 
special  permission.  The  course  is  well  illustrated  and  in- 
cludes the  subject  of  agriculture.  It  is  provided  with  a 
most  excellent  outline  in  literature. 

The  lowest  qualifications  for  teachers  in  the  county  is 
that  they  be  high  school  graduates,  have  six  weeks'  training 
at  the  Michigan  State  Normal  College,  and  hold  a  county 


COUNTY  SCHOOLS  191 


certificate  issued  by  the  county  board  of  school  examiners. 
There  are  many  teachers  in  the  rural  schools  holding 
various  college  and  normal  certificates.  All  teachers  are 
required  to  attend  institutes  regularly  every  year,  one  of 
which  is  in  session  a  week  in  the  fall,  in  connection  with  the 
city  schools.  One  institute  is  held  in  connection  with  the 
Farmers'  Institute  in  February  and  lasts  for  a  week  or  ten 
days,  the  evening  meetings  being  devoted  to  school  topics. 

An  eighth  grade  examination  is  held  each  year  at  a 
stated  time;  questions  are  provided  by  the  state  superin- 
tendent, based  upon  the  course  of  study,  and  are  uniform 
throughout  the  state.  The  examination  is  conducted  by  the 
county  school  commissioner,  and  all  passing  this  examina- 
tion receive  their  tuition  to  high  school,  not  to  exceed 
twenty  dollars,  if  application  is  made  on  or  before  the  fourth 
Monday  in  June,  and  they  may  receive  their  entire  tuition 
and  transportation  providing  the  electors  of  the  district 
vote  to  pay  the  same  at  the  annual  meeting.  This  is  being 
done  in  many  cases. 

The  rural  schools  maintain  an  athletic  association,  and 
about  the  time  of  the  eighth  grade  examination  they  gen- 
erally meet  for  a  tournament. 

Many  of  the  graded  schools  in  the  larger  villages  main- 
tain splendid  high  schools.  It  is  an  inspiration  to  visit  the 
up-to-date  rural  high  school,  with  its  130  or  140  pupils, 
sturdy  boys  and  girls,  who  rise  early  in  the  morning  to 
perform  the  usual  tasks  of  the  farmer  boy  and  girl,  and  are 
in  the  school  invariably  on  time  for  the  educational  tasks 
of  the  day. 

The  largest  high  school  building  is  situated  in  the  village 
of  Highland  Park  and  cost  over  $400,000.  It  is  equipped 
with  a  gymnasium,  swimming  pools,  manual  training  and 
domestic  science  equipment. 

The  school  grounds  in  rural  communities  are  usually 
large  and  adequate  for  games  and  exercises.  In  this  respect 
they  are  superior  to  city  schools. 

A  general  supervision  is  exercised  over  the  rural  schools 
by  the  county  school  commissioner  and  one  assistant  com- 
missioner. Much  has  been  done  in  equalizing  the  term  of 
school,  in  securing  the  tenure  of  the  teacher's  position,  and 
in  providing  good  school  libraries.     Pains  has  been  taken 


192 


OTHER  EDUCATIONAL  INSTITUTIONS 


to  encourage  the  reading  habit  and  to  provide  the  best  of 
books  in  libraries  which  are  kept  in  the  school  rooms  in 
charge  of  the  teacher. 

There  has  been  a  survey  from  a  sanitary  standpoint 
taken  of  all  these  schools,  and  the  need  for  improvements 
called  to  the  attention  of  the  school  officers  who  are  in 
immediate  control.  A  standard  has  been  fixed,  visits  made 
by  invitation  of  the  school  boards,  a  number  of  schools 
brought  to  the  standard,  stamped  by  the  State  Superin- 
tendent as  standard  schools,  and  a  placard  fixed  on  the  front 
of  the  building. 

The  compulsory  education  law  is  enforced  in  the  rural 
schools  very  much  as  in  the  city  schools,  and  officers  are 
appointed  by  the  county  school  commissioner  to  enforce  this 
law. 

E.  W.  YOST. 

County  Commissioner. 

County  Building. 


AN  IDEAL  COUNTY  SCHOOL,  GROSSE   ISLE,  MICH. 


OTHER  EDUCATIONAL  INSTITUTIONS  193 


HIGHER      EDUCATION      IN      DETROIT 

Detroit  has  schools  for  professional  education  in  the 
law,  in  medicine,  in  the  specialized  branches  of  teaching,  in 
arts,  and  in  engineering. 

The  first  of  these  institutions  of  higher  education  was 
the  Detroit  College  of  Medicine,  which  goes  back  to  1864, 
when  Detroit  was  one  of  the  important  hospital  centers  for 
the  care  of  wounded  soldiers.  The  present  institution  was 
reorganized  in  1913  with  am,  endowment  of  more  than 
$100,000,  which  is  steadily  increasing  through  gifts.  The 
college  through  co-operation  with  hospitals  and  charitable 
institutions  offers  special  advantage  for  the  practical  study 
of  medicine. 

The  University  of  Detroit,  founded  in  1877  by  the 
Fathers  of  the  Society  of  Jesus,  offers  courses  in  the  liberal 
arts  leading  to  the  A.  B.  degree,  and  has  recently  added 
courses  in  law  and  engineering,  the  latter  being  housed  in 
a  completely-equipped  building  opened  in  November,  1915. 
The  course  is  of  the  co-operative  type,  many  large  indus- 
trial plants  of  Detroit  working  with  it  in  offering  facilities 
for  the  training  of  students. 

The  Thomas  Normal  Training  School  is  perhaps  the 
most  widely  known  of  Detroit's  institutions  of  higher 
learning,  especially  among  educators.  Its  special  field  is 
to  train  teachers  in  manual  training,  domestic  science,  and 
physical  training.  It  was  founded  in  1888,  by  Mrs.  Myra 
B.  Thomas,  who  was  for  18  years  supervisor  of  music  in 
the  Detroit  public  school  system. 

Education  for  the  profession  of  law  is  provided  by  the 
Detroit  College  of  Law,  now  in  its  twenty-fifth  year.  The 
faculty  is  made  up  of  practicing  lawyers  and  judges.  The 
course  requires  three  years  and  may  be  taken  either  in 
afternoon  or  evening  sessions.  About  250  students  are  now 
enrolled  and  plans  are  under  way  for  adequate  gildings, 
the  present  quarters  in  the  Y.  M.  C.  A.  building  naving  been 
outgrown. 

KARL  E.  MURCHEY. 

Cass  Technical  High  School. 


194  OTHER  EDUCATIONAL  INSTITUTIONS 


THE      UNIVERSITY      OF     MICHIGAN 

"Seven  cities  warred  for  Homer,  being  dead, 
Who,  living,  had  no  roof  to  shroud  his  head." 

One  city  claims  great  Michigan  grown;  the  name  of 
those  who  claim  the  infant  Michigan  is  legion.  Down  on 
Bates  Street,  near  Congress,  here  in  Detroit,  there  leans  a 
decrepit  structure  where,  on  a  brass  plate,  he  who  runs 
may  read  that  here,  on  August  26,  1817,  was  born  the 
"University  of  Michigan.''  This  infant  undertaking  was 
in  charge  of  two  churchmen,  Father  Gabriel  Richard  and 
the  Reverend  John  Monteith.  The  terms  of  founding  pro- 
vided that  there  should  be  in  all  fifteen  officers :  a  president, 
dent,  a  vice-president,  and  thirteen  professors.  The  worthy 
churchmen  paused  not  a  moment:  the  Reverend  Mr.  Mon- 
teith was  unanimously  elected  president  and  seven  of  the 
professors ;  Father  Richard  was  as  unanimously  proclaimed 
the  rest  of  the  officers  and  faculty.  The  total  enrollment 
was  eleven,  inclusive  of  the  faculty. 

Then  came  the  law  of  1837,  which  approved  the  estab- 
lishment of  a  state  university,  but  placed  it  at  Ann  Arbor; 
so  the  two  churchmen  resigned  their  fifteen  offices  simul- 
taneously, the  University  of  Michigan  carved  on  its  seal 
"1837"  instead  of  "1817,"  and  the  total  enrollment  multi- 
plied itself  by  five. 

All  this  was  three-quarters  of  a  century  ago.  Today  the 
campus  of  forty  acres  is  still  "The  Campus,"  but  some  idea 
of  the  growth  may  be  seen  in  the  fact  that  on  this  campus 
there  are  only  22  of  the  University  buildings ;  the  other  33 
have  been  built  on  adjacent  property. 

The  present  university  is  made  up  of  nine  departments ; 
its  student  body  numbers  seven  thousand;  it  maintains  in 
all  over  fifty  buildings,  together  with  seven  libraries,  two 
dormitories  for  women  (for  Michigan  is  coeducational), 
two  hospitals,  two  athletic  fields,  a  ninety-acre  arboretum 
and  garden  along  the  Huron  River,  a  forestry  farm  of  eighty 
acres,  and  an  engineering  camp  and  biological  station. 

The  University  of  Michigan  is  known  for  many  things: 
its  faculty;  its  student  body,  which  represent  every  state 
in  the  Union  and  every  country  in  the  world ;  its  equipment ; 
its  alumni:   (almost  always)  its  athletic  record.    But  it  is 


UNIVERSITY  OF  MICHIGAN 


195 


known  perhaps  most  of  all  for  its  "spirit" — that  evasive 
thing,  in  whose  being  or  not  being  there  lies  success  or 
failure.  Michigan  spirit  is  known  and  appreciated  where- 
ever  there  are  or  have  been  Michigan  men  or  women,  and  it 
is  to  this  in  great  part  that  the  university  owes  its  present 
greatness. 

MARGERY  NICOLSON. 

Northwestern  High  School. 


UNIVERSITY  HALL 


LIBRARY 


196 


DIRECTORY 


STATE      ORGANIZATION 

REGENTS  OF  THE  UNIVERSITY  OF  MICHIGAN 

Junius  E.  Beal 
Harry  C.  Bulklev 
Wm.  L.  Clements 
Victor  M.  Gore 
Benjamin  S.  Hanchett 
L.  L.  Hubbard 
F.  B.  Leland 
Dr.  Walter  H.  Sawyer 

STATE  BOARD  OF  EDUCATION 

President — Thomas  W.  Nadal,  President  of  Olivet  College. 

Vive-President — Fred  A.  Jeffers,  Superintendent  of  School  Pains- 
dale,  Michigan. 

Treasurer — Frank  Cody,  Assistant  Superintendent  of  Schools, 
Detroit,  Michigan. 

Secretary — F.  L.  Keeler,  State  Superintendent  of  Schools. 

STATE  SUPERINTENDENT  OF  SCHOOLS 
Fred  M.  Keeler,  Lansing,  Michigan. 

WAYNE  COUNTY  COMMISSIONER 
E.  M.  Yost,  County  Building,  Detroit,  Michigan. 


UNIVERSITY  HOSPITALS 


197 


CITY      ORGANIZATION 


MEMBERS  OF  THE  BOARD  OF  EDUCATION 


Name  Ward  Term  Expires 

Mumford,  Samuel  C First   June  30,  1919 

Spaulding,  John  C Second   

Reinhold,  A.  H Third 

McMichael,  Albert,  M.  A.,  M.  D.  .Fourth  

Hunter,  J.  Scott Fifth  

Scovel,  Fred  J Sixth  

Bahorski,  Joseph Seventh   

Morgan,  Albert  P Eighth    

Majeske,  Joseph  F Ninth June  30,  1917 

Maybee,  Wm.  H Tenth  

Kreuger,  Frank  G Eleventh 

Sherman,  Albert  E Twelfth 

Hely,  Albert Thirteenth   

Condon,  George  M Fourteenth    

Auch,  Geo.  W Fifteenth 

Neinas,  F.  C.,  D.D.S Sixteenth    

O'Hara,  John Seventeenth 

Harms,  Wm.  T Eighteenth 

Heinrich,  Ernest  F Nineteenth 

Warncke,  John  H Twentieth   

Komrofsky,  Henry Twenty-first 

Oscar  B.  Marx,  Mayor,  Ex-Officio. 
Wm.  F.  Connolly,  Recorder,  Ex-Officio. 


OFFICERS  FOR  1915-1916. 


ALBERT  McMICHAEL  President 

GEORGE  AUCH President  Pro  Tern 

CHAS.  A.  GADD Secretary 

MAX  C.  KOCH,  City  Treasurer Treasurer  Ex-Officio 

CHAS.  E.  CHADSEY. . . Superintendent  of  Schools 

ALBERT  E.  STEWART Supervisor  of  Property 

MALCOMSON  &  HIGGINBOTHAM Architects 

AMMERMAN  &  McCOLL Consulting  Engineers 

EDMUND  ATKINSON,  Ass't  Corp.  Counsel Attorney 


198  SCHOOL  DIRECTORY 


DIRECTORY     OF     DETROIT     PUBLIC     SCHOOLS 

Name  of  school,  principal,  location,  car  lines  starting  at  or  near 
City  Hall,  and  time  from  City  Hall. 

Domestic  Science  equipment  is  indicated  by  D.  S.,  Manual  Train- 
ing Centers  by  M.  T.,  Kindergarten  by  Kin. 

Normal  School. 

MARTINDALE  NORMAL  SCHOOL  John  F.  Thomas,  Principal 

Boulevard  and  Grand  River;  Jefferson-Grand  River  car  to 
Boulevard,  walk  east;  30  minutes. 

High  Schools. 

CASS  TECHNICAL  HIGH  SCHOOL  Benj.  F.  Comfort,  Principal 
E.  G.  Allen,  Director  Mechanical  Dept.;  J.  L.  Holtsclaw,  Direc- 
tor High  School  of  Commerce;  Miss  Elizabeth  Cleveland, 
Director  Continuation  School  for  Girls;  Grand  River  and 
Second  Avenues;  walking  distance,  or  Jefferson-Grand  River 
car;  5  minutes. 

CENTRAL  HIGH  SCHOOL  David  Mackenzie,  Principal 

2,500  students,  D.  S.,  M.  T.,  auditorium,  gymnasium,  swim- 
ming pool,  laboratories,  lunch  room;  Woodward  car  to  Han- 
cock Avenue;  15  minutes. 

EASTERN  HIGH  SCHOOL  J.  Remsen  Bishop,  Principal 

D.  S.,  M.  T.,  auditorium,  gymnasium,  lunch  room;  Mack  car 
to  E.  Grand  Blvd.;  25  minutes. 

McMILLAN  HIGH  SCHOOL  G.  W.  Murdoch,  Principal 

Fort-W.  Jefferson  car  to  West  End  Avenue;  35  minutes. 

NORTHEASTERN  HIGH  SCHOOL  Chas.  Novak,  President 

D.  S.,  M.  T.,  auditorium,  gymnasium,  swimming  pool,  lab- 
oratories, lunch  room;  Baker  car  to  Hancock,  walk  two  blocks 
east;  35  minutes. 

NORTHWESTERN  HIGH  SCHOOL  Edwin  L.  Miller,  Principal 

D.  S.,  M.  T.,  auditorium,  gymnasium,  laboratories,  lunch 
room;  Jefferson-Grand  River  car  to  West  Grand  Boulevard; 
30  minutes. 

WESTERN  HIGH  SCHOOL  W.  A.  Morse,  Principal 

D.  S.,  M.  T.,  auditorium,  gymnasium,  laboratories,  lunch 
room;  Baker  or  Sherman  car  west  to  Scotten  Avenue;  25 
minutes. 

Elementary  Schools. 

ALGER  SCHOOL  Miss  Alice  H.  McAdam,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Woodward  Car  to  Kenil- 

worth;  walk  two  blocks  east;  25  minutes. 
AMOS  SCHOOL  Miss  Elizabeth  K.  Lantz,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Fort  Car  west  to  Military 

Avenue,  walk  two  blocks  north;  25  minutes. 
BAGLEY  SCHOOL  Miss  Wilma  K.  Everest,  Principal 

Grades  1-4  and  Kin.;  Michigan  car  to  Fourteenth;  15  minutes. 
BARSTOW  SCHOOL  (New,  Fireproof)      Miss  M.  M.  Lenahan,  Prin. 

Grades  1-8  and  Kin.;  Jefferson  car  east  to  Riopelle,  walk  one 

block  north. 
BEARD  SCHOOL  John  Loeffler,  Principal 

Grades  1-8  and  Kin.;  Fort  car  west  to  Waterman  Avenue; 

30  minutes. 


SCHOOL  DIRECTORY  199 


BELLEFONTAINE  SCHOOL  Miss  Clara  McConnell,  Principal 

Grades  1-4  and  Kin.,  Fort  car  west  to  Morrell  St;  25  minutes. 

BELLEVUE  SCHOOL  Thomas  Gunn,  Principal 

Grades  1-8  and  Kin.;  Sherman  car  east  to  Bellevue  Avenue, 
walk  three  blocks  south;  35  minutes. 

BENNETT  SCHOOL  John  Merrill,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Baker  car  to  end  of  line 
and  transfer  to  Springwells  car  to  Whitaker,  walk  two  blocks 
west;  1  hour. 

BERRY  SCHOOL  Chas.  W.  Erickson,  Principal 

Grades  1-8  and  Kin.;  Sherman  car  east  to  Concord  Avenue; 
walk  two  blocks  north;  40  minutes. 

BISHOP  SCHOOL  George  E.  Parker,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.,  swimming  pool,  baths, 
clinic,  dental  clinic,  ungraded  room,  foreign  room;  Fourteenth 
car  east  to  Winder  St. 

BROWNSON  SCHOOL  Miss  Frances  Yeager,  Principal 

Grades  1-5  and  Kin.;  Sherman  car  east  to  Maple  St. 

BURTON  SCHOOL  (new,  fireproof)  Miss  Ada  Beverley,  Principal 
Grades  1-8  and  Kin.,  dressmaking  and  special  preparatory 
classes  for  girls;  Woodward  car  to  Peterboro  Street,  walk 
one  block  west;  10  minutes. 

CAMPAU  SCHOOL  Miss  A.  D.  Schrader,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Woodward  car  north  to 
Warren  Avenue,  transfer  to  Crosstown  east  to  Campau 
Avenue;  40  minutes. 

CAMPBELL  SCHOOL  Guy  L.  Bates,  Principal 

Grades  1-6  and  Kin.;  Baker  car  east  to  Alexandrine  Avenue; 
walk  three  blocks  west. 

CAPRON  SCHOOL  Miss  Flora  M.  Miller,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Sherman  car  east  to 
Riopelle  St.;  walk  two  blocks  north. 

CARY  SCHOOL  Burton  Barnes,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.,  ungraded  room;  Fort-West 
Jefferson  car  to  Radermacher  Avenue;  walk  two  blocks  north; 
30  minutes. 

CHANDLER  SCHOOL  Miss  A.  C.  Smith,  Principal 

Grades  1-8  and  Kin.;  Gratiot  car  to  McClellan  Avenue,  walk 
south  two  blocks;  45  minutes. 

CHANEY  SCHOOL  Miss  Marion  Law,  Principal 

Grades  1-8  and  Kin.;  Myrtle  car  to  Lawton  Avenue;  walk 
north  two  blocks;  35  minutes. 

CLAY  SCHOOL  Miss  D.  R.  Teagan,  Principal 

Grades  1-4  and  Kin.;  Woodward  car  to  Peterboro  Street; 
walk  west  two  blocks;  15  minutes. 

CLINTON  SCHOOL  Miss  Sophie  Bachmann,  Principal 

Grades  1-4  and  School  for  Cripples;  Sherman  car  east  to 
Rivard  Street;  walk  one  block  north,  one  block  east;  15 
minutes. 

CLIPPERT  SCHOOL  (new)  Will  I.  Curtiss,  Principal 

Grades  1-8  and  Kin.,  ungraded  room;  Michigan  car  west  to 
Martin  Avenue;  40  minutes. 


200  SCHOOL  DIRECTORY 


COLUMBIAN  SCHOOL  Miss  R.  McKinney,  Principal 

Grades  1-6  and  Kin.;  West  Warren  car  to  McKinley  Avenue; 
40  minutes. 

CONDON,  JR.,  HIGH  SCHOOL   (new,  fireproof) 

Alphonzo  M.  Cotter,  Principal 
Academic,  D.  S.,  M.  T.;  Chas.  A.  Picken,  Director  Mechanical 
Department;  Woodward  or  Fourteenth  car,  transfer  to  Cross- 
town  to  Vinewood  Avenue,  walk  south  three  blocks;  40  min- 
utes. 

CRAFT  SCHOOL  Miss  Elizabeth  A.  Lantz,  Principal 

Grades  1-6  and  Kin.,  D.  S.,  M.  T.;  Michigan  car  west  to  Vine- 
wood  Avenue,  one  block  north;  25  minutes. 

CROSSMAN  SCHOOL  (new)  Miss  Mercy  J.  Hayes,  Principal 

Grades  1-8  and  Kin.;  Hamilton  car  north  to  Taylor  Avenue; 
30  minutes. 

CUSTER  SCHOOL  Miss  Mary  E.  Dunphy,  Principal 

Grades  1-2. 

DICKINSON  SCHOOL  Miss  Minnie  C.  Hardy,  Principal 

Grades  1-6  and  Kin.;  Jefferson-Grand  River  car  to  Calumet 
Avenue;  20  minutes. 

DOTY  SCHOOL  (New)  Miss  M.  E.  Weatherby,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Woodward  car  north  to 
Glynn  Court,  walk  two  blocks  west;  30  minutes. 

DUFFIELD  SCHOOL  Wm.  A.  Ellis,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Sherman  car  east  to  Chene 
Street,  walk  one  block  south;  25  minutes. 

DWYER  SCHOOL  (New,  Fireproof)  Miss  Inez  Kepperling,  Prin. 
Grades  1-8  and  Kin.;  Fourteenth  car  east  to  Caniff  Avenue; 
45  minutes. 

ELLIS  SCHOOL  (New)  Arthur  S.  Nichols,  Principal 

Grades  1-8  and  Kin.,  ungraded  room;  Michigan  car  west  to 
Thirty-fifth  Street,  walk  north  three  blocks;  35  minutes. 

ESTABROOK  SCHOOL  Miss  Cora  L.  Peel,  Principal 

Grades  1-8  and  Kin.;  Fourteenth  car  west  to  McGraw,  walk 
four  blocks  west;  35  minutes. 

EVERETT  SCHOOL  Frank  N.  Steele,  Principal 

Grades  1-6  and  Kin.,  foreign  room  for  adults;  Trumbull  car 
east  to  Hastings;  15  minutes. 

FAIRBANKS  SCHOOL  Carl  J.  Barlow,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.,  Department  for  Defective 
Speech;  Tuesdays  and  Fridays;  Hamilton  car  north  to  Seward 
Avenue;  30  minutes. 

FARRAND  SCHOOL  Miss  Clara  M.  Roat,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.  Latin  and  Algebra  in  8th 
grade;  Woodward  car  north  to  Harper  Avenue,  walk  east 
one  block;  20  minutes. 

FERRY  SCHOOL  Miss  Mary  M.  Mahoney,  Principal 

Grades  1-6  and  Kin.;  Baker  car  north  to  Ferry  Avenue,  walk 
one  block  east;  40  minutes. 

FIELD  SCHOOL  Miss  Janet  Mackenzie,  Principal 

Grades  1-8  and  Kin.,  Latin;  Sherman  car  east  to  Field 
Avenue,  walk  one  block  north;  40  minutes. 

FIRNANE  SCHOOL  Miss  Mary  A.  Alt,  Principal 

Grades  1-4  and  Kin.;  Trumbull  car  east  to  McDougall,  walk 
one  block  north;  35  minutes. 


SCHOOL  DIRECTORY  201 


FRANKLIN  SCHOOL  Grant  Gordon,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.,  School  for  Blind,  School 
for  Defectives;  Fourteenth  car  to  Brooklyn  Avenue,  walk 
south  two  blocks;   20  minutes. 

GARFIELD  SCHOOL  Edward  J.  Gunn,  Principal 

Grades  1-8  and  Kin.;  Brush  car  north  to  Frederick;  30 
minutes. 

GEORGE  JUNIOR  HIGH  SCHOOL  John  E.  Redden,  Principal 

Elbert  E.  mote,  Director  Mechanical  Department 
Academic,  mechanical,  and  commercial;  Fourteenth  car  east 
to  Superior  Street,  walk  two  blocks  east;  30  minutes. 

GILLIES  SCHOOL  Miss  Marion  D.  Fairbairn,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.,  ungraded  room;  Fort 
car  west  to  Junction  Avenue,  walk  one  block  north;  35 
minutes. 

GOLDBERG  SCHOOL  Miss  Frances  S.  Hardie,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Fourteenth  car  west  to 
Marquette,  walk  two  blocks  east;  35  minutes. 

GREUSEL  SCHOOL  Miss  Katherine  B.  White,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.,  Public  Library  Branch; 
Harper  car  east  to  Medbury  Avenue,  walk  two  blocks  west; 
50  minutes. 

HANCOCK  SCHOOL  Mrs.  C.  Kinney,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Fourteenth  car  west  to 
Hancock  Avenue;  30  minutes. 

HARRIS  SCHOOL  Miss  Elizabeth  Meyers,  Principal 

Grades  1-8  and  Kin.;  Mack  or  Gratiot  car  east  to  Ellery 
Street;  20  minutes. 

HELY  SCHOOL  Miss  Nora  L.  Egan,  Principal 

Grades  1-8  and  Kin.;  Harper  car  east  to  Townsend  Avenue; 
50  minutes. 

HIGGINS  SCHOOL  Miss  Ora  H.  Vandenbergh,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Fort  car  west  to  Distel 
Street,  walk  one  block  north;  45  minutes. 

HILLGER  SCHOOL  (New,  Fireproof) 

Miss  Henrietta  Robinson,  Principal 
Grades  1-6  and  Kin.;  Mack  car  to  Seneca  Avenue;  walk  seven 
blocks  north;  40  minutes. 

HOUGHTON  SCHOOL  Earl  F.  Benson,  Principal 

Grades  1-8  and  Kin.,  School  for  Deaf;  Sherman  car  west  to 
Eighth  Street,  walk  one  block  south;  10  minutes. 

HUBBARD  SCHOOL  Miss  Harriet  C.  Park,  Principal 

Grades  1-5  and  Kin.;  Sherman  car  west  to  Twenty-fifth 
Street;  25  minutes. 

IRVING  SCHOOL  Mrs.  Jane  C.  Smith,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.,  Latin  and  Algebra  in  8th 
grade;  Woodward  car  to  Willis  Avenue,  walk  one  block  west; 
15  minutes. 

IVES  SCHOOL  (New)  Miss  Laura  M.  Downey,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Jefferson  car  east  to  Philip 
Avenue,  walk  two  blocks  north;  50  minutes. 


202  SCHOOL    DIRECTORY 


JACKSON  SCHOOL  Miss  A.  G.  Richardson,  Principal 

Grades  1-4  and  Kin. 

JEFFERSON  SCHOOL  Fred  W.  Moe,  Principal 

Grades   1-8   and  Kin.;   Hamilton  car  to   Selden  Avenue;   15 
minutes. 

JOHNSTON  SCHOOL  Miss  Amelia  Stark,  Principal 

Grades  1-4  and  Kin. 

JONES  SCHOOL  Miss  Emma  E.  Coughlan,  Principal 

Grades   1-6  and   Kin.;   Mack  car  to   Baldwin  Avenue,  walk 
two  blocks  north. 

KIEFER  HOSPITAL 

Open  Air  School;  Hamilton  car  to  Blaine  Avenue. 

LILLIBRIDGE  SCHOOL  Wm.  Lightbody,  Principal 

Grades  1-8  and  Kin.   (2  portables),  D.  S.,  M.  T.;  Jefferson 
car  east  to  Beniteau,  walk  north  two  blocks;  40  minutes. 

LINCOLN  SCHOOL  Miss  H.  Jane  Cooper,  Principal 

Grades  1-6,  Prevocational  Class  for  Girls;  Brush  car  to  Brady 
Street;  15  minutes. 

LOGAN  SCHOOL  George  Birkaw,  Principal 

Grades  1-8  and  Kin.;  Michigan  car  to  Clippert  Street,  walk 
two  blocks  south;  40  minutes. 

LYSTER  SCHOOL  Miss  Inez  Caswell,  Principal 

Grades  1-5  and  Kin.;  Michigan  car  to  Livernois,  walk  south 
one  block;  40  minutes. 

McGRAW  SCHOOL  Miss  Esther  Hamilton,  Principal 

Grades  1-8  and  Kin.;  Grand  River  car  to  McGraw;  walk  one 
block  west;  35  minutes. 

McKINLEY  SCHOOL  Miss  Millie  Harris,  Principal 

Grades  1-7  and  Kin.,  special  room  for  defectives;  Hamilton 
car  to  Stanley  Avenue;  25  minutes. 

McKINSTRY  SCHOOL  Miss  M.  Willmarth,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Baker  or  Sherman  car 
west  to  McKinstry  Avenue;   30  minutes. 

MAJESKE  SCHOOL  (New,  Fireproof)  Miss  Ella  Fitzgerald,  Prin. 
Grades  1-8  and  Kin.;  Baker  car  east  to  Trombley  Avenue, 
walk  two  blocks  west;  35  minutes. 

MARCY  SCHOOL  (New)  Miss  Margaret  A.  Holmes,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Mack  car  to  Helen  Avenue, 
walk  north  one  block;  30  minutes. 

MARR  SCHOOL  Miss  Margaret  MacCulloch,  Principal 

Grades  1-8  and  Kin.,  Training  Department  of  City  Normal; 
Jefferson-Grand  River  car  to  Roosevelt  Avenue;  30  minutes. 

MAYBURY  (New)  Miss  Eleanor  S.  Dessotell,  Principal 

Grades  1-8  and  Kin.;  Sherman  car  west  to  Clark  Park,  walk 
through  Park;  25  minutes. 

MONTEITH  SCHOOL  Miss  Elizabeth  Courville,  Principal 

Grades  1-8  and  Kin.;  Jefferson  car  east  to  Hibbard  Avenue; 
35  minutes. 

MOORE  SCHOOL  Donald  C.  Gordon,  Principal 

Grades  1-8  and  Kin.;  Fourteenth  car  east  to  Alger  Avenue;  35 
minutes. 


SCHOOL  DIRECTORY  203 


MORLEY  SCHOOL  Miss  Clara  B.  Reekie,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Fort- West  Jefferson  car  to 
Portland  Avenue,  walk  one  block  north;  40  minutes. 

MUMFORD  SCHOOL  (New)  Miss  Lotta  V.  McGregory,  Principal 
Grades  1-8  and  Kin.;  Mack  car  to  Garland  Avenue,  walk  south 
three  blocks;  40  minutes. 

NEWBERRY  SCHOOL  E.  J.  Fox,  Principal 

Grades  1-6  and  Kin.;  Michigan  car  to  Twenty-ninth  Street; 
walk  north  two  blocks;  35  minutes. 

NICHOLS  SCHOOL  (New)  Miss  Cynthia  M.  Chamberlain,  Prin. 
Grade  1-6  and  Kin.;  Mack  car  to  Burns  Avenue,  walk  south 
one  block;  35  minutes. 

NORVELL,  JR.,  HIGH  SCHOOL  *■  Benjamin  A.  Nolan,  Principal 
Academic  and  Mechanical;  Gratiot  or  Mack  car  to  Jos.  Cam- 
pau  Avenue,  walk  one  block  south;  25  minutes. 

OWEN  SCHOOL  Miss  Virginia  Thorne,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;  Myrtle  car  to  Vermont 
Avenue;  20  minutes. 

PALMER  SCHOOL  John  N.  Mead,  Principal 

Grades  1-8  and  Kin.;  Fourteenth  car  east  to  Horton  Avenue; 
30  minutes. 

PARKE  SCHOOL  Miss  Kitty  Moynahan,  Principal 

Grades  1-8  and  Kin.,  Ungraded  Room;  Baker  car  east  to  Mil- 
waukee Avenue,  walk  one  block  east;  40  minutes. 

PINGREE  SCHOOL  Miss  Fannie  Boston,  Principal 

Grades  1-8  and  Kin.  (2  portable  buildings);  Mack  car  to 
McClellan  Avenue,  walk  one  block  north;  40  minutes. 

PITCHER  SCHOOL  Miss  Leila  P.  Best,  Principal 

Grades  1-8;  Michigan  car  west  to  Lawton  Avenue,  walk  one 
block  north;  30  minutes. 

POE  SCHOOL  Miss  Esther  J.  Cousins,  Principal 

Grades  1-6  and  Kin.;  Hamilton  car  to  Lysander  Street,  walk 
one  block  west;  25  minutes. 

POTTER  SCHOOL  Miss  Belle  Stuart,  Principal 

Grades  1-4  and  Kin.;  Myrtle  car  west  to  Tillman  Avenue, 
walk  one  block  north;  35  minutes. 

PRESTON  SCHOOL  Miss  Alice  E.  Robison,  Principal 

Grades  1-5  and  Kin.;  Sherman  car  west  to  Seventeenth 
Street;  20  minutes. 

ROBERTS  SCHOOL  Miss  Clara  E.  Cogger,  Principal 

Grades  1-4;  Fourteenth  car  east  to  Adelaide  Street;  walk 
west  two  blocks;  20  minutes. 

ROSE  SCHOOL  Miss  Alice  V.  Hart,  Principal 

Grades  1-8  and  Kin.;  Michigan-Gratiot  car  to  Van  Dyke 
Avenue,  walk  one  block  north;  40  minutes. 

RUSSELL  SCHOOL  George  R.  Berkaw,  Principal 

Grades  1-6  and  Kin.,  Prevocational  Class  for  Boys,  baths, 
Open  Air  School;  Fourteenth  car  to  Eliot  Street,  walk  two 
blocks  east;  20  minutes. 

SAMPSON  SCHOOL  (New)  Miss  Madeline  Holmes,  Principal 

Grades  1-8  and  Kin.,  furnished  with  tables  and  chairs;  West 
Warren  car  to  Begole  Street,  or  Woodward  car  and  transfer 
to  Crosstown  west  car  to  Begole,  walk  two  blocks  north; 
40  minutes. 


204  SCHOOL  DIRECTORY 


SCHOOL  FOR  BLIND 

See  Franklin  School. 
SCHOOL  FOR  CRIPPLES 

See  Clinton  School. 
SCHOOL  FOR  DEAF  Miss  Gertrude  Van  Adestine,  Principal 

Day  School,  Grades  1-8  and  Training  School  for  Teachers  of 

the  Deaf.    See  Houghton  School. 
SCRIPPS  SCHOOL  Miss  Helen  Baker,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  and  M.  T.;  Sherman  car  east  to 

Belvidere  Avenue;  25  minutes. 
SILL  SCHOOL  Roy  W.  Stevens,  Principal 

Grades  1-6  and  Kin.;  West  Warren  car  to  Thirtieth  Street; 

35  minutes. 
SMITH  SCHOOL  Miss  Anna  J.  Maher,  Principal 

Grades   1-6   and   Kin.;    Sherman   car   east  to   Ellery   Street, 

walk  north  two  blocks;  35  minutes. 
STEPHENS  SCHOOL  (New)  Hiram  W.  Miller,  Principal 

Grades  1-8  and  Kin.,  Open  Air  Classes;  Michigan-Mack  car 

to  Seneca  Avenue,  walk  two  blocks  north;  40  minutes. 
TAPPAN  SCHOOL  Miss  Helen  McKerrow,  Principal 

Grades  1-8  and  Kin.;  Michigan  car  west  to  Vermont  Avenue, 

walk  two  blocks  south;  20  minutes. 
THIRKELL  SCHOOL  (New)  F.  W.  Latham,  Principal 

Grades  1-8  and  Kin.,   Special  Preparatory  for  Girls;   Four- 
teenth car  west  to  Boulevard,  walk  four  blocks  north;   40 

minutes. 
THOMAS  SCHOOL  Walter  I.  Bloom,  Principal 

Grades   1-8  and   Kin.;   Harper  car  to  Palmer  Avenue,  walk 

east  three  blocks;  40  minutes. 
TILDEN  SCHOOL  Miss  Katherine  Hardie,  Principal 

Grades  1-8  and  Kin.,  D.  S.,  M.  T.;   Trumbull  car  to  Kirby 

Avenue,  walk  east  two  blocks;  25  minutes. 
TROWBRIDGE  SCHOOL  John  Belisle,  Principal 

Grades  1-6  and  Kin.;  Brush  car  north  to  Forest  Avenue;  30 

minutes. 
VAN  DYKE  SCHOOL,  Miss  Ine  M.  Welch,  Principal 

Grades  1-6  and  Kin.;  Sherman  car  east  to  Van  Dyke  Avenue; 

35  minutes. 
WASHINGTON  SCHOOL  James  M.  Mandeville,  Principal 

Grades  1-8  and  Kin.;  Beaubien  near  Madison  Avenue;  walk- 
ing distance. 
WEBSTER  SCHOOL  T.  Dale  Cooke,  Principal 

Grades   1-8   and   Kin.,   D.   S.,   M.   T.;    Sherman   car  west  to 

Twenty-first  Street;  20  minutes. 
WILKINS  SCHOOL  Miss  M.  Weidemann,  Principal 

Grades  1-8  and  Kin.;  Sherman  or  Baker  car  west  to  Third 

Avenue;  10  minutes. 
WILLIAMS  SCHOOL  Miss  Jean  Lannin,  Principal 

Grades   1-8   and   Kin.;    Michigan-Gratiot  car  to   Mt.  Elliott, 

walk  north  one  block;  30  minutes. 
WINGERT  SCHOOL  Miss  Florence  E.  Geer,  Principal 

Grades  1-8  and  Kin.;  Jefferson-Grand  River  car  to  Boulevard, 

walk  west  two  blocks;  40  minutes. 

Prepared  by  Oliver  G.  Frederick, 
Room  7,  50  Broadway.  Jlssistant  Superintendent  of  Schools. 


INDEX 


Page 

Academic  High  Schools 38 

Aims  and  Ideals 12 

Allen,  E.  G 48,  65 

Albert,  Grace  M 181 

Albrecht,  Emil  G 171 

Ancient  Stockade  127 

Architect 22 

Arthur,  Norman 166 

Art  in  Detroit 138 

Art  Museum 139 

Athletic  Associations 96 

Attendance 114 

Autobiographies,  continua- 
tion girls' 68 

Auto  Schools   188 

B. 

Bachmann,  Eleanor  C 159 

Banquet  of  school  club  mem- 
bers     149 

Basketry  for  subnormal  chil- 
dren       82 

Barbering  schools 188 

Beginning,  The   125 

Beginnings    of    education    in 

Detroit 6 

Blind  children  using  Montes- 

sori  material 85 

Board  of  Commerce 152 

Board  of  Education 14,  197 

Board  of  Estimates 16 

Board  of  Health 132 

Beverley,  Clara 107 

Bookkeeping  class  room 184 

Boys  building  garage 103 

Bowerman,  Charles  B 45 

Breath  control 87 

Budget 17 

Business  management 18 

Business  schools 183 

C. 

Cadillac  square 95 

Cadillac's  letter 125 

Cadillac's  signature 6 

Cass   Technical   High   School 

46,  47 

Capitol  High  School 39,  41 

Captains  of  Soccor  Leagues.   100 

Caron,  Nettie  Clark 157 

Catholic  Schools   177 

Central  High  School 41 

Chadsey,  Charles  E 13 

Chilvers,   Thomas 107,   141 

Children's  day,  Belle  Isle 137 

Cigarette  smoking 155 

Citizenship  classes 62 

City  organization 197 


Page 

Class  of  crippled  children ...  82 

Class  in  dressmaking 69 

Class  in  speech  correction ...  88 

Class  in  salesmanship 69 

Cleveland,  Elizabeth 

67,  79,  92,  94,  119 

Clinics,  dental  132 

Clinics,  eye  132 

Clinics,  psychological 122 

Cody,  Frank 63,  71,  77 

Compulsory  education 114 

Condon  Junior  High 49 

Consulting  Engineer 23 

College  of  Medicine 193 

Commercial  courses 45 

Conner,  Guy  L 124 

Contents 9 

County  High  School 189 

Courtis,  S.  A 121 

Crippled  children,  School  for.  80 


Davis,  Darrel  H 96 

Dancing  schools 188 

Deaf ,  School  for 86 

Defective  mouth  formation . .     90 

Delivery  wagons 19 

Design  for  banners 100 

Detroit  and  Wayne  County 

Institute 175 

Detroit  Athletic  Club 156 

Detroit  College  of  Law 193 

Detroit  Home  Economics  As- 
sociation     167 

Detroit    Principals'    Associa- 
tion     160 

Detroit's  problem — growth . . .  126 

Detroit  Public  Library 130 

Detroit  Public  Schools 198 

Detroit  Manual   Training 

Club 166 

Detroit  Museum  of  Art 138 

Detroit  Schoolmen's  Club....  164 
Detroit  Teachers'  Association  158 
Detroit  University  School...  181 
Detroit  Women  Principals' 

Club 162 

Directory  196 

Doty  School  56 

Drawing 108 

Dramatization   61 

Dressmaking  School 92,  188 

Dresses  made  by  trade  school     93 

E. 

Early  vocational  education...   125 

Eastern  High  School 42 

Eastern  Liggett  School 179 


INDEX 


Page 

Educational  Research 120 

Elementary  schools 52 

Eligibility  27 

Employment  permits 116 

English  in  elementary  schools  106 

Engineers  and  janitors 23 

Equipment 20 

Evening  schools 62 

Extension  courses 174 

F. 

Factory  schools 187 

Fletcher,  Fanny  S 85 

Flower  festival  143 

Fitting  actions  to  words 178 

Finances 16 

First  free  public  school 53 

First  high  school 39 

Fisher,  Boyd 153 

Free  text  books 18 

Freight  yards 44 

Funds 17 

G. 

Gadd,  Chas.  A 19 

Garage,  Boys  building 103 

Gamble,  Gula  E 151 

General  financial  statistics. . .  30 

General  school  statistics 30 

Girls'  continuation  classes ...  66 

Goodwin,  C.  A 149 

Grade — age  report 123 

Graph,  Board  of  Health 134 

Graph,  Growths 128 

Greusel  School 57 

Grosse  Pointe  School 179 

Grosvenor,  Mary  Hamilton . .  143 

Guysi,  Alice  V 109,  140 

H. 

Hair-dressing  school 188 

Henderson,  W.  D 175 

Herman  Kiefer  Hospital 

School 73 

Heller,  Regina 59 

Higher  education  in  Detroit.  193 

High  school  cartoons. 79,  110,  111 

High  School  of  Commerce ...  45 

High  school  teams 97 

Highland  Park  club 148 

Hill  floor  blocks 61 

Horsemanship  schools 189 

Hospital  Association 170 

Hospital  school 73 

Home  and  school  gardening..  142 

Hudson,  J.  L  &  Co 67 

I. 

Ideal  County  School 192 

Individual  Plots 145 

Institute,  County 175 

Illustrations 
*Full  page 


Page 

Ancient  Stockade 127 

Annual  Banquet,  school 

clubs  149 

Basketry,  subnormal  chil- 
dren     82 

*Belle  Isle 6 

Blind  children   85 

Board  of  Commerce 153 

Bookkeeping  room 184 

Boys  building  garage 103 

Breath  control 87 

Cadillac's  signature 6 

*Cadillac  Square 95 

Canal  at  Belle  Isle 163 

Capitol  Square  High  School 

39,  41 

Captains  of  winning  soccer 

teams 100 

*Cass  Technical  High  School  46 

Central  High  School 41 

Children's  Day,  Belle  Isle . .  137 

Class  in  Dressmaking 69 

Class  in  Salesmanship 69 

Class  of  crippled  children.  82 
Class    attending    Business 

Institute 185 

Condon  Junior  High  School  49 

*Continuation  girls 68 

County  Building 161 

County  schools 

Elementary  192 

High 189 

Deaf  children 87 

Delivery  wagons 19 

Design,  for  banners 100 

Detroit  Athletic  Club 156 

Detroit  University  School.  181 

Dramatization   61 

*  Dresses  from  trade  school.  93 

*Doty  School 56 

Eastern  High  School 42 

Eastern  Liggett  School 179 

Electrical    testing    labora- 
tory   48 

First  free  public  school ...  53 

First  high  school 39 

Fitting  actions  to  words .. .  171 

Flower  festival   143 

*Freight  yards 44 

Four  boys  of  same  age.  . . .  155 

Garage  completed 103 

*Graph,  Board  of  Health. . .  134 

Graphs  of  growth 128 

*Greusel  School 57 

Grosse  Pointe  School 179 

Herman     Kiefer     Hospital 

School  73 

Highland  Park  Club 148 

*High  School  Cartoons 

79,  110,  111 


INDEX 


Page 

High  school  teams 97 

Hoe  and  rake  brigade 144 

How   many   do   not    smoke 

cigarettes 155 

Kindergarten   activities .  .  60,  61 
Manual  training  for  blind.     83 
*Map,    Recreation    Commis- 
sion     135 

Map    of    Detroit    showing 

wards 15 

*Martindale   Normal   Train- 
ing School 34 

Models  built  with  enlarged 

gifts 60 

Northeastern  High  School.     43 

*  Northwestern  High  School       8 
Northwestern    Y.    M.    C.    A. 

Club 148 

Off  to  market 145 

Open  air  schools 74 

Open  air  concert  stand ....   141 

Pharmacy  class 65 

Picture  posing 37 

Pitcher  School 55 

*Posture  charts 98 

Prevocational  classes 75 

St.  Anne's  Church 6 

Rhythm 87 

Same  area  in  1916 127 

*School  equipment,  graph..     21 

Special  class   77 

Stencils  by  eighth  grade..  109 
Summer  camping  party. .  .   151 

*  Supervision  of  instruction, 

graph 25 

Teaching   Articulation 91 

Teaching  control  of  facial 

muscles   90 

Teaching  voice  production.  90 
Teaching  "wide  open"throat  91 
Touch  system  for  the  blind     83 

Transplanting  lesson 144 

Transportation  of  crippled 

children 81 

Twentieth  Century  Club...  156 
Typewriting     room,     Busi- 
ness Institute 185 

University  of  Michigan  195,  196 

Wards  in  Detroit 15 

Washington    Crossing    the 

Delaware   37 

*West  Grand  Circus  Park..     10 

Western  High  School 42 

Wingert    School 56 

*Y.  M.  C.  A.  Building 147 

J 

Janitors     23 

Jayne,  Ira  W 137 

Joyce  Junior  High  School ...  49 

Junior  high   Schools 50 


K  Page 

Kindergartens    58 

Knorr,  E.  A 176 

L 

Letter  of  Welcome 11 

Lettering    schools 189 

Lutheran   schools 176 

M 

Manicuring    schools 188 

Manual    Training 102 

Manual  work  for  blind 83 

Map,  Recreation  Commission  135 

McKinney,   Rachel 163 

■  McMichael,  Albert  M 11 

McMillan,  D.  W 165 

Medical    Direction 124 

Men's  continuation  classes . .     64 

Metzner,    Alice    B 123 

Models    built    with    enlarged 

gifts    60 

Modern  Detroit 127 

Moe,  Fred  W 161 

Moehlman,  Arthur  B 187 

Morehouse,  Gladys  F 133 

Morse,  J.  A 112 

Murchey,  Carl  E 193 

Murdoch,    Geo.   W 51 

Museum  of  Art 138 

Music  in  Detriot  Schools . . .  107 
Musical  opportunities 141 

N 

New  main  library 129 

New  teachers  and  substitutes  112 

Nicolson,  Marjorie 195 

Northeastern  High  School .  .  43 
Northwestern  High  School . .  8 
Northwestern  Y.  M.  C.  A.  Club  148 
Normal   Training  School ....     34 

O 

Off  to  market 145 

Open  air  concert  stand 141 

Open  air  schools 72,  74 

P 

Parker,    Geo.    E 169 

Parochial  Schools, 

Catholic   177 

Lutheran     176 

Pensions     168 

Physcial  Education    101 

Physical    defects 133 

Pitcher  School 55 

Pewabic  pottery 139 

Posture  charts 99 

Practice    school 35 

Preface 7 

Prevocational  classes 75 

Private    schools 180 

Psychological  Clinic 122 


INDEX 


R.  Page 

Rake  and  hoe  brigade 144 

Receipts  and  disbursements.  17 

Recreation    Commission 136 

Rythym     87 

S. 

Ste.  Anne's  Church 6 

Salaries,    annual 31 

Secretary,   Board   of   Educa- 
tion     19 

Schools 

Continuation    64 

County   190 

Elementary  52 

Evening     62 

High 

Academic    38 

Commercial     45 

Junior    50 

Technical    47 

Industrial   187 

Parochial  176 

Private  180 

Special  for 

Advanced    94 

Blind    84 

Crippled    80 

Deaf   86 

Defectives    76 

Hospital 73 

Open-air 72 

Prevocational 75 

Speech  correction 88 

Subnormal 76 

Trade 92 

School  census 19,116 

Spain,  Chas.  L 52 

Speech  correction 88 

Special    preparatory    classes 

for  girls   78 

Special  teachers   28 

Special  advanced  classes ....  94 

State  Board  of  Education ....  196 
Statistics 

Board   of   Health 133 

Compulsory  Education  ....  118 

Educational  Research 121 

Elementary  Schools 54 

Evening    Schools 63 

General  financial    30 

General   school    30 

High    Schools 43 

Junior  High  Schools 51 

Kindergartens   59 

Library     131 

Manual  Training    105 

New   Teacher   and   Substi- 
tutes      113 

Normal   Training   School .  .  37 

Parochial   Schools 178 

Teachers'    Mutual    Aid 173 


Page 

Teachers'  Retirement  Fund  169 

Vacation   Schools 70 

Stencil  work  by  eighth  grade  109 

Stoddard,  Clara  B 89 

Strohm,    Adam 131 

Supervision   of   Instruction .  .  24 
Supervision     of     Instruction 

Staff 26 

Supervision  of  School  Prop- 
erty    22 

Summer    camping    party....  151 

T. 

Table  of  private  schools 182 

Teachers'  Mutual  Aid  Asso- 
ciation    172 

Teaching    Corps 27 

Teaching,  speech  correction  90,91 

Teachers'   Retirement   Fund.  168 
Thomas      Normal      Training 

School   193 

Time  schedule 54 

Touch  system  for  the  blind .  .  83 
Trade    dressmaking    depart- 
ment      92 

Transfers    115 

Transplanting    lesson    144 

Transportation     of     crippled 

children 81 

Trybom,  J.  H 104 

Tull,  A.  F 184 

Twentieth   Century   Club 156 

Twiggs,  Templeton  P 118 

Typewriting    room,    Business 

Institute   185 

U. 

University  of  Detroit 193 

University  of  Michigan 194 

V. 

Vacation  Schools    70 

Van    Adestine,    Gertrude ....  87 

Vocational  guidance  for  girls  119 

W. 

Wards   15 

Wayne  County  Commissioner  196 

West  Grand  Circus  Park 10 

Western  High  School 42 

Wilcox,    Carrie    L 173 

Wingert    School 55 

Women's  Clubs 154 

Y. 

Young  Men's  Christian  Asso- 
ciation    146 

Young     Women's     Christian 

Association 150 

Yost,  E.  W 192 


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